Trained, armed and ready. To teach kindergarten

Second Amendment


Mandi, a kindergarten teacher in Ohio, had already done what she could to secure her classroom against a gunman.

She positioned a bookcase by the doorway, in case she needed a barricade. In an orange bucket, she kept district-issued emergency supplies: wasp spray, to aim at an attacker, and a tube sock, to hold a heavy object and hurl at an assailant.

But after 19 children and two teachers were killed in Uvalde, Texas, she felt a growing desperation. Her school is in an older building, with no automatic locks on classroom doors and no police officer on campus.

“We just feel helpless,” she said. “It’s not enough.”

She decided she needed something far more powerful: a 9 mm pistol.

So she signed up for training that would allow her to carry a gun in school. Like others in this article, she asked to be identified by her first name because of school district rules that restrict information about employees carrying firearms.

A decade ago, it was extremely rare for everyday school employees to carry guns. Today, after a seemingly endless series of mass shootings, the strategy has become a leading solution promoted by Republicans and gun rights advocates, who say that allowing teachers, principals and superintendents to be armed gives schools a fighting chance in case of attack.

At least 29 states allow individuals other than police or security officials to carry guns on school grounds, according to the National Conference of State Legislatures. As of 2018, the last year for which statistics were available, federal survey data estimated that 2.6 per cent of public schools had armed faculty.

The count has probably grown.

In Florida, more than 1,300 school staff members serve as armed guardians in 45 school districts, out of 74 in the state, according to state officials. The programme was created after a gunman killed 17 people at Marjory Stoneman Douglas High School in Parkland in 2018.

In Texas, at least 402 school districts — about one-third in the state — participate in a programme that allows designated people, including school staff members, to be armed, according to the Texas Association of School Boards. Another programme, which requires more training, is used by a smaller number of districts. Participation in both is up since 2018.

And in the weeks after the Uvalde shooting, lawmakers in Ohio made it easier for teachers and other school employees to carry guns.

The strategy is fiercely opposed by Democrats, police groups, teachers unions and gun control advocates, who say that concealed-carry programmes in schools — far from solving the problem — will only create more risk. Past polling has shown that the vast majority of teachers do not want to be armed.

The law in Ohio has been especially contentious because it requires no more than 24 hours of training, along with eight hours of recertification annually.

Studies on school employees carrying guns have been limited, and research so far has found little evidence that it is effective. There is also little evidence that school resource officers are broadly effective at preventing school shootings, which are statistically rare.

Yet arming school employees is finding appeal — slight majorities among parents and adults in recent polls.

Of the five deadliest school shootings on record, four — in Newtown, Connecticut; Uvalde; Parkland; and Santa Fe, Texas — have happened in the past 10 years.

It was this possibility that brought Mandi and seven other educators to a gun range tucked amid the hayfields and farm roads of Rittman, in northeast Ohio.

Over the course of three days, Mandi practiced shooting, tying a tourniquet and responding to fast-paced active-shooter drills. Her presence on the range, firing her pistol under the blazing sun, cut a contrast to the classroom, where she dances to counting songs with 5-year-olds, dollops out shaving cream for sensory activities, and wallpapers her classroom with student artwork.

Mandi, in her 40s, arrived at the training with nervous anticipation. She had been a teacher for a dozen years and has children of her own. She wanted to be sure she could carry her gun safely around students. “I get hugs all day-long,” she said.

And then there was the prospect of confronting an actual gunman. Could three days of training prepare her for the unthinkable?

Mandi and the other educators had come from Ohio and as far as Oklahoma for a 26-hour course by Faster Saves Lives, a leading gun-training programme for school employees. It is run by the Buckeye Firearms Foundation, a Second Amendment organisation that works alongside a major gun lobbying group in Ohio. The lobbying group, the Buckeye Firearms Association, supported the new state law for school employees.

Over the past decade, the foundation estimates it has spent more than $1 million training at least 2,600 educators.

Its approach aligns closely with an argument that has become a hallmark of the National Rifle Association and the gun lobby: “The only way to stop a bad guy with a gun is a good guy with a gun.”

In this view, teachers are the ultimate “good guys.”

“We trust them with our kids every day,” said Jim Irvine, an airline pilot and a long time advocate for gun rights who is president of the Buckeye Firearms Foundation and volunteers as a director with Faster.

Their philosophy is that saving lives during school shootings is a matter of speed and that schools cannot afford to wait for the police. — The New York Times



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    LifeThe Bront sisters’ mother had died when Emily was three years old. Emily and her three older siblings were sent away to the Clergy Daughters’ School in 1824 their father was Rector of Haworth in West Yorkshire but the eldest two, Maria and elizabeth, were ill there and died in 1825. now, Emily, Charlotte and Anne were educated at home by their aunt elizabeth Branwell. Emily honed her writing skills by triggering her siblings’ tales about the fantasy lands of Angria and Gondal her sister Charlotte and brother Branwell included her as Emmii in their stories, But Emily worked with Anne the most.

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    family members was not rich, So the sisters’ possibilities of marrying well were not good. Instead they took steps to become financially independent in jobs that were considered worthy of women. In 1838 Emily secured a job as a school teacher at a school in Halifax, But resigned after six months as she found the work very hard.

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    Through the remembrances of Ellen, Wuthering Heights describes the connected lives of the Earnshaw and Linton families, and of Heathcliff, An orphan boy who was found in Liverpool. Mr Earnshaw increased Heathcliff as a son, around his own son Hindley and daughter Catherine.

    Mr Heathcliff forms a singular contrast to his abode and style of living. He is a dark skinned gipsy in step, In dress and manners a young lady: that is certainly certainly, As much a lady as many a country squire: want to slovenly, could be, Yet not looking amiss with his neglectfulness, as they has an erect and handsome figure; And not morose.

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    Hindley gotten married, brilliant wife Frances had a son, Hareton, Not well before she died of consumption (Tuberculosis). Edgar Linton recommended to Catherine, And she allowed, But confessed to Ellen that:

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    Isabella briefly came home to Thrushcross Grange a few days later, As Heathcliff have ‘proceeded to murderous violence’. She fled on London4 and had a son, titled Linton. Hindley Earnshaw died soon afterwards, Aged roughly 27. A drinker and risk taker, He had become delinquent to Heathcliff, So Heathcliff handed down Wuthering Heights.

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    LegacyDealing with themes of unhappy marriage, health problem, Death and retribution, besides the passionate love/hate relationship of Catherine and Heathcliff, Wuthering Heights had a mixed receipt at first, But has since become a vintage novel. It has inspired tons of film adaptations5, A 1967 videos miniseries6, And a song of the same name by Kate Bush. It even prompted Heathcliff, A 1996 musical and 1997 TV movie glaring Sir Cliff Richard in the title role.

    [Heathcliff] Got onto the bed. And wrenched on hand the lattice, unfolding, As he pulled to pieces at it, Into an irrepressible passion of tears. ‘Come in the! are useful!’ she or he sobbed. ‘Cathy, are available.

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