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Capitalism is better than Socialism

Capitalism is unconcerned about equity. It is argued that inequality is essential to
encourage innovation and economic development;
Private businesses will be owned by private individuals;
It encourages frms to be more efcient, cut costs and innovate new products that
people want;
-Free Market, people get to independently invent ideas without worrying about any
government buerocracy
-Capitalism is a catalyst for rapid growth, if recently installed
-Capitalist countries are generally enjoyable, since entertainment is one of the
greatest sources of wealth
-Capitalism in many ways empowers the individual, at least until monopolies grip
-Capitalism promotes economic growth by providing an open competition in
the market. It provides individuals with far better opportunities of raising their
income and thus achieving economic growth.
-Capitalism results in a decentralized economic system. This is considered as
one of the greatest advantages of capitalism. In a decentralized economy,
individuals are open to more number of options in business. They are
exposed to competition and have to face dierent challenges and !nd
solutions to them to stay in competition. It is in a capitalist economy that
hard work is rewarded. "ntrepreneurs who pitch well and are able to better
their business are the undoubted winners.
-Capitalism gives rise to an economy where the consumers regulate the
market. #any consider this as one of the greatest strengths of a capitalist
economy. $ competitive market provided by capitalism facilitates the
manufacture of a wide variety of products and the formation of a wide range
of services. Consumers are happier in a capitalist economy. It encourages
people to work towards !nancial freedom.
-%ocialist economies can be static, meaning little to no growth
-&aziness is encouraged, thus decreasing '()
-%ocialist societies may be serene, but they are *uite boring
-$ scientist would need permision from the government in order to do
-"conomic conformity encourages other types of conformity
-It is argued that state ownership often leads to ine+ciency because workers
and managers lack any incentive to cut costs
-%ocialism is concerned with redistributing resources from the rich to the
poor. This is to ensure everyone has both e*ual opportunities and e*ual
-The %tate will own and control the main means of production. In some
models of socialism, ownership would not be by the government but worker
-"mployment is often directed by the state. therefore, the state can provide
full employment even if workers are not doing anything particularly essential,
-In capitalist economic systems, the state doesn-t directly provide .obs.
Therefore in times of recession, unemployment in capitalist economic
systems can rise to very high levels,
-In capitalism, prices are determined by market forces. /irms with monopoly
power may be able to exploit their position and charge much higher prices.
-In an ideal socialist system, the need for economic metrics like money,
interest, and capital would cease, as the production and distribution of goods
and services would happen according to the contribution of the workers
themselves, and would not be decided by the 0wner or &ord of the business.
The businesses would be run on a principle of self-management and self-
governance, and there would be no rigid bureaucratic hierarchy, as only
technically accomplished persons would be put in positions which re*uired
their re*uisite skill and experience.
Single sex schools are good for education
%ome parents don1t want their children to be in mixed-gender classrooms
because, especially at certain ages, students of the opposite sex can be a
&eonard %ax and others agree that merely placing boys in separate
classrooms from girls accomplishes little. 2ut single-sex education enhances
student success when teachers use techni*ues geared toward the gender of
their students.
%ome research indicates that girls learn better when classroom temperature
is warm, while boys perform better in cooler classrooms. If that1s true, then
the temperature in a single-sex classroom could be set to optimize the
learning of either male or female students.
%ome research and reports from educators suggest that single-sex education
can broaden the educational prospects for both girls and boys. $dvocates
claim co-ed schools tend to reinforce gender stereotypes, while single-sex
schools can break down gender stereotypes. /or example, girls are free of the
pressure to compete with boys in male-dominated sub.ects such as math and
science. 2oys, on the other hand, can more easily pursue traditionally
3feminine3 interests such as music and poetry. 0ne mother, whose daughter
has attended a girls-only school for three years, shares her experience on the
'reat%chools parent community4 3I feel that the single gender environment
has given her a level of con!dence and informed interest in math and science
that she may not have had otherwise.3
/ederal law supports the option of single-sex education. In 5667, "ducation
%ecretary #argaret %pellings eased federal regulations, allowing schools to
oer single-sex classrooms and schools, as long as such options are
completely voluntary. This move gives parents and school districts greater
/ew educators are formally trained to use gender-speci!c teaching
techni*ues. 9owever, it1s no secret that experienced teachers usually
understand gender dierences and are adept at accommodating a variety of
learning styles within their mixed-gender classrooms.
'ender dierences in learning aren1t the same across the board, they vary
along a continuum of what is considered normal. /or a sensitive boy or an
assertive girl, the teaching style promoted by advocates of single-sex
education could be ineective :at best; or detrimental :at worst;. /or
example, a sensitive boy might be intimidated by a teacher who 3gets in his
face3 and speaks loudly believing 3that1s what boys want and need to learn.3
%tudents in single-sex classrooms will one day live and work side-by-side with
members of the opposite sex. "ducating students in single-sex schools limits
their opportunity to work cooperatively and co-exist successfully with
members of the opposite sex.
$t least one study found that the higher the percentage of girls in a co-ed
classroom, the better the academic performance for all students :both male
and female;. (rofessor $nalia %chlosser, an economist from the "itan 2erglas
%chool of "conomics at Tel $viv, found that elementary school, co-ed
classrooms with a ma.ority of female students showed increased academic
performance for both boys and girls. In high school, the classrooms with the
best academic achievement were consistently those that had a higher
percentage of girls. )r. %chlosser theorizes that a higher percentage of girls
lowers the amount of classroom disruption and fosters a better relationship
between all students and the teacher.
The $merican Council on "ducation reports that there is less academic
disparity between male and female students overall and a far greater
achievement gap between students in dierent racial, ethnic and
socioeconomic groups, with poor and minority students children faring poorly.
2ridging that academic chasm, they argue, deserves more attention than
does the gender divide.
%ingle-sex education is illegal and discriminatory, or so states the $merican
Civil &iberties <nion :$C&<; . In #ay 566=, the $C&< !led suit in federal court,
arguing that 2reckinridge County #iddle %chool1s :>entucky; practice of
oering single-sex classrooms in their public school is illegal and
discriminatory. The school doesn1t re*uire any child to attend a single-sex
class, yet the suit argues that the practice violates several state and federal
laws, including Title I? and the e*ual "ducational 0pportunities $ct.
Reality television does more harm than good:
@hy would people listen to other peoples problems, when they should be
trying to deal with their ownA Beality television makes you co-dependent.
@atching the shows again, and again makes your life wrap around the
characters life. Cou start to like things that your favorite characters like and
doing things that the characters do. 'ood 0B bad.
Beality TD is kind of dumbing down television as a whole. Eetworks have
learned that, because actors demand such high salaries and production costs
are high, it1s actually cheaper to do reality television, where the contestants
pretty much work for free. @e also see unrealistic behavior :like the
housewives-of-anywhere;, and people like to emulate some of the behavior
they see on TD.
(eople should not watch reality shows because they present absurd
situations. $lthough these shows are called reality, they are sensationalistic
displays of explicit sexual behavior that pander to the people1s base desires.
Beality shows have a deceptive name that belies their sordid content.
Beality tv shows people that the real world is fun and interesting and should
be embraced and it shows people that everything could be worse so they
learn to embrace everything that is around or close to the individual. Beality
tv shows dierent perspective on life displaying education, exotic behaviors
and some of life1s dierent opportunities.
Raising the legal driving age to 20
The number of serious or fatal road accidents in the <> will be reduced
FG year olds are simply not mature enough to cope with the skills re*uired for
Coung people may have a Hracer boyI attitude to driving
Baising the age limit may do something to promote more environmentally
friendly alternatives
They should undergo a one year 1settling down1 process
(eople who go to university will hardy have any time to learn how to driveJ
0ther countries are even younger K in $merica only F7J
The accidents may .ust be delayed by one year
It removes the freedom of young people
There are alternatives K such as making tests more rigorous
(arents can provide guidance to their teens
It denies young people access to safe transportation
)riving ability should be .udged more - why not also a maximum ageAJ
Supporting the death penalty
The death penalty honors human dignity by treating the defendant as a free
moral actor able to control his own destiny for good or for ill, it does not treat
him as an animal with no moral sense.3
0ur society has nonetheless steadily moved to more humane methods of
carrying out capital punishment.3
Common sense, lately bolstered by statistics, tells us that the death penalty
will deter murder... (eople fear nothing more than death. Therefore, nothing
will deter a criminal more than the fear of death... life in prison is less feared.
#urderers clearly prefer it to execution -- otherwise, they would not try to be
sentenced to life in prison instead of death... Therefore, a life sentence must
be less deterrent than a death sentence. $nd we must execute murderers as
long as it is merely possible that their execution protects citizens from future
3%ociety is .ustly ordered when each person receives what is due to him.
Crime disturbs this .ust order, for the criminal takes from people their lives,
peace, liberties, and worldly goods in order to give himself undeserved
bene!ts. )eserved punishment protects society morally by restoring this .ust
order, making the wrongdoer pay a price e*uivalent to the harm he has done.
)eath sentences are imposed in a criminal .ustice system that treats you
better if you are rich and guilty than if you are poor and innocent. This is an
immoral condition that makes re.ecting the death penalty on moral grounds
not only defensible but necessary for those who refuse to accept une*ual or
un.ust administration of punishment.3
)eath is... an unusually severe punishment, unusual in its pain, in its !nality,
and in its enormity...
LTMhere is no credible evidence that the death penalty deters crime more
eectively than long terms of imprisonment. %tates that have death penalty
laws do not have lower crime rates or murder rates than states without such
Betribution is .ust another word for revenge, and the desire for revenge is one
of the lowest human emotions N perhaps sometimes understandable, but not
really a rational response to a critical situation. To kill the person who has
killed someone close to you is simply to continue the cycle of violence which
ultimately destroys the avenger as well as the oender.
L$M shocking two out of three death penalty convictions have been overturned
on appeal because of police and prosecutorial misconduct, as well as serious
errors by incompetent court-appointed defense attorneys with little
experience in trying capital cases
Banning school uniforms
O %chool uniforms costs less as compared to preferred clothing of the child.
O %tudents reduce the pressure of deciding what dress to wear each morning
to going to school.
O "ncourages a discipline.
O %chool uniforms improve student-s attendance.
O Children are free to concentrate on their lessons.
O %tudents have less time to prepare and get ready for school in the morning.
O %chool uniforms decreases the possibility of violence within the school
O %chool uniforms decreases the pressure of wearing trendier brands.
O <niforms detract the student-s individuality.
O %chools must be the place where diversity is observed.
O The cost of school uniforms is prohibitive, especially when a family has
more them one school aged child.
O %chool uniforms are a !nancial burden to low income families.
O $ child wearing uniform can be the target for bullying of students from
dierent schools.
O <niforms can decrease the child-s comfort level and attentiveness while
attending lessons.
O "nforcing rules to wearing school uniforms is extremely di+cult, especially
to public schools.
Internet brings more harm than good
The Internet has certainly allowed many new small businesses and
independent creative people to win international exposure at a low price.
9owever, the Internet is, on the whole, dominated by big companies taking
most of the business while smaller organizations struggle.
"veryone-s privacy can be greatly harmed by the Internet. %ome websites
store information. %ome ask us to !ll in information which can be sold to
other sites for commercial purposes. $s the Internet gains more and more
users the temptation for criminals to gain our private information becomes
greater. 9ackers can hide their true location when engaging in illegal
activities online, so the likelihood of their being brought to .ustice is low.
The ability for anyone to be able to publish anything online without barriers
resulted in a large amount of information which could not only be incorrect
but could also be criminal, oensive or discriminatory if it were available to
the general public.
The Internet has brought greater prosperity, allowing not only established
business more distribution channels over a wider geographical area but it has
also allowed individuals through e-bay, for example, and small independent
businesses to 8ourish. This has brought a lot more choice to ordinary people,
and also driven down prices as people !nd it easier to compare dierent
companies- products
(rivacy online is a big concern, but an educated citizen can navigate the
Internet in a safe and sensible manner with minimal privacy issues, although
as with being oPine a the threat of crime can never be entirely eliminated.
/reedom of information should mean freedom of all types of information,
even if it is extreme propaganda from fringe groups such as neo-Eazis or $l-
Qaeda. The public must be trusted to be able to make its own decisions on
the value of such texts. @hat is great about the Internet is that points of view
that would not necessarily get much publicity in traditional media can be
aired and discussed online, from serious issues such as capital punishment to
less serious ones like aliens.
2anning homework4
9omework, especially in high school and college level coursework, is crucial if
a student is to absorb all of the material re*uired to master a sub.ect. Class
time at these levels is best used to embellish and build on the information the
student has already ac*uired during periods of self study. It allows a teacher
to go beyond the textbook.
2y having homework, students can concentrate on what matters the most
during school time, which are discussions, learning, experimenting and asking
9omework can provide important practice for many of the skills re*uired for
learning, particularly in the areas of rote learning. 9omework involving simple
math operations, spelling and vocabulary lists can help students build the
foundation for further learning.
9omework can be necessary when classroom time is not enough to provide
the sub.ect exposure needed to do the .ob.
homework instills discipline, and creates a superior intellect.
#any studies indicate that homework has little positive eect on the
performance of students in the earlier grades. There is only so much that a
mind of that age can absorb through self study, and piling on homework
doesn-t change that.
Too much homework does have its down side as well. %tudents will have less
time exploring their talents and develop other areas of interest such as music
and sports.
$dditional studies have shown that the over application of homework can
stress individuals to the point that it has a negative eect on performance,
resulting in an outcome opposite of desired goal.
9omework on weekends and holidays is also shown to be more of a detriment
than an aid to learning. >ids need time o too.
University education should be free:
>nowledge should not come with a price tag. I actually wish it was how it was
back in the days when people were taught their professions by other people
while on the .ob, or accepted into schools based on high marks. @inning a
scholarship should be attainable to all people who do well academically.
In the <%, higher education is seen as a privilege and not a right, but not
everyone has that privilege and with the way higher education costs now,
less and less people will be able to go.
some people cant aord it and if they really are showing intrest in getting a
higher education they should be able not having to worry about the cost.
@ith a higher education status it is easier to !nd higher level .obs and is best
for most people. If everyone was able to have access to university it would be
easier for poorer people to change their living situation
/rom where will the money comeA 0bviously they1ll raise all taxes. $nd it will
make the poor more poorer and have no chance at all to send their kids to
$nother reason is at free higher education leads to poor *uality because it
will be supplied or served by low paid :unmotivated; human resources.
2ut if you take a special view on this, you will notice, that the government
cannot oer free education .ust like that. The government would have to
make more money, so they would increase the taxes. %o it-s another way of
$nd if you think, that everyone would have better chances for a .ob now, then
you are wrong. 2ecause there are also other skills asked for some .obs which
you can-t learn at the university, for example practice experience. %o it-s a
bad thing, to oer free education to everyone.
The cost of providing higher education would outweigh the bene!ts to
#oney is needed to fund education, research, and advancements. Tuition is
necessary, and as soon as you hand out education for free, the overall value
of that education will go out the window.
Children should be alloed to on and use mobile phones!
Teens must be allowed to use cell phones as it not only helps in our security
but also in studies
They are great tools for keeping in touch. Children should be allowed to own
and use cell phones, but only under parental supervision. In emergencies,
phones can be used to locate children. #oms and dads would welcome the
extra security in case their child needs a phone in a pinch when he or she is
out with friends.
Cell phone usage for children is not a great idea. If the previous generations
of children survived without having a cell phone, then children nowadays can
$s we all know, children are playful and they love to play games. This causes
them to easily get addicted with mobile games once they have their own cell
phones. "ventually, they will be distracted from their studies and their
examination results sure will show declination.
"ssisted suicide should be legali#ed:
-The patients1 tremendous amounts of pain and suering will end.
-The patients die knowing that it was their choice.
-The patients can die with dignity rather than a shell of their former selves.
-9ealth care costs can be reduced.
-The nurse or doctor can move onto another patient that has a chance at
living instead of spending their time helping a terminally ill patient.
-(ain of the patient1s family can be reduced.
-Dital organs can be saved and used to save other patients.
-@ithout physician assistance people may commit suicide in messy,
horrifying, or tramatic ways.
-$ state1s categorical ban on physician assistance to suicide -- as applied to
competent, terminally ill patients who wish to avoid unendurable pain and
hasten inevitable death -- substantially interferes with this protected liberty
interest and cannot be sustained
-0ver time the 9ippocratic 0ath has been modi!ed on a number of occasions
as some of its tenets became less and less acceptable. Beferences to women
not studying medicine and doctors not breaking the skin have been deleted.
The much-*uoted reference to 1do no harm1 is also in need of explanation.
)oes not doing harm mean that we should prolong a life that the patient sees
as a painful burdenA
-It would violate the doctor1s hippocratic oath.
-It decreases the value of human life.
-It could open the 8oodgate to non-critical patient suicides and other abuses.
-#any religions believe that if you commit suicide you are sent straight to
9ell. Therefore, it is harder for the famililes.
-)octors and familis may be prompted to give up on recovery much too early
-'overnment and insurance companies may may put undue pressure on
doctors to avoid heroic measures or recommend the ($% procedure.
-)octors1 could be given too much power.
-0ur tradition, declaring a moral obligation to care for our own life and health
and to seek such care from others, recognizes that we are not morally
obligated to use all available medical procedures in every set of
circumstances. 2ut that tradition clearly and strongly a+rms that as a
responsible steward of life one must never directly intend to cause one1s own
death, or the death of an innocent victim, by action or omission...