The Ethics of Living Jim Crow free essay sample

The reaction to any giving circumstance is rarely fitting, the decency for oneself and different negroes is totally crushed and in particular there is an arrangement of dread that is established from white sources as well as from dark sources also which have been inculcated into the framework. Applicable to Richard Wright is the idea of dark manliness and the manner by which this manliness is manhandled, can't and made befuddled by whites all over the place. We notice int his little account the suggestion to the manner by which dark men were called young men yet needed to call white men sir. This is the ? rst manner by which manliness is cannot. Second, the failure of dark men to shield dark ladies from mishandled and taking an interest in the verbal debasement of their own females prompts a feeling of barrenness and disgrace in dark men. This disgrace is just extended by female comprehension of the powerlessness of dark men to secure them, as we can see from the young ladies answer to Wrights inaction and even verbal assent when the young lady? s bottom is moved by a white men. ! We likewise notice in Wright? s stories the feelings of dread of amalgamation which I believe are profoundly established in the long standing custom of dread of dark men? s sexual ability. The inference to the slaughtering of a dark men in view of his closeness with a white ladies signal 1 Richard Wright, â€Å"The Ethics of Living Jim Crow,† from Uncle Tom? Youngsters (New York: HarperCollins, 1993 [? rst distributed 1940] Elizabeth Chang, â€Å"Why Obama Should Not Have Checked Black,† Washington Post, April 29, 2010. Gotten to January 24 , http://www. washingtonpost. com/wp-dyn/content/article/2010/04/28/AR2010042804156. html profound issues and worries with between racial relations. Besides the idea of the white ladies? s distance in any event, when that lady is a prostitute who strolls around stripped while within the sight of dark men, insinuates the arrangement of white ladies in a platform out of the scope of dark men in any shape or structure. This is put versus the acknowledged availability of the dark female body for all highly contrasting. Accordingly, of the manner by which dark ladies? s bodies have been treated as a wellspring of diversion and savage joys, dark ladies are assaulted without regret and contacted freely. Thus men are mishandled freely from multiple points of view which are similarly awful yet additionally established in the supposed uselessness of individuals of color. This uselessness is likewise obvious through the straightforwardness with which negroes are taken steps to be slaughtered or beaten. Bondage, Race, and Ideology in the United States of America2 ! This article presents various models that I ? nd especially valuable for our conversation. The ? rst, the decision of the preeminent court to pass judgment on segregation based on racial differentiation features the deficiency of american norms (the incomparable court being a delegate) to pass judgment on moral inquiries. Rather than concentrating on the establishments of ethical quality the court picks race which has all through american history become a significant develop for judgment. The use of this social develop is tricky and especially deluding. The examined marvels of collection all activities performed by blacks into the classification of â€Å"black actions† as a group, additionally brings up a significant strain in american culture. This has consistently been a significant issue and keeps on being today as we hear negative analysis of Precious on the grounds that it depicts African-American families as useless as opposed to the manner by which we see a white ? lm and comprehend that it is one white family or gathering of people, instead of the portrayal of the â€Å"White† race. ! This article likewise works superbly at noticing the in-biased manner by which ruelty has frequently work in this way confounding the discussion and setting out to pose the inquiry of to what degree these practices were human mercilessness and wickedness when all is said in done. Whites had subjugated whites and blacks had oppressed blacks, in actuality non-subjugation was an exemption instead of a standard. ! *Note: as a side poi nt one can see that the uni? cation of blacks and whites along lines of class was one that excite in the upper white class a dread which prompted the longing of isolating these gatherings to debilitate their quality. Why Obama Should Not Have Checked Black Responses3 ! In light of this article I should state that I firmly can't help contradicting the view that he ought not have checked dark. I accept that Obama even as the pioneer of the United States of America has the God-Given option to distinguish himself as he picks. The reality 3 Elizabeth Chang, â€Å"Why Obama Should Not Have Checked Black,† Washington Post, April 29, 2010. Gotten to January 24 , http://www. washingtonpost. com/wp-dyn/content/article/2010/04/28/AR2010042804156. html cap he checked the black box doesn't in any capacity suggest that he needs to deny his white personality. Truly in various events he has made full case to the lavishness of his individual because of his bi-raciality. Simultaneously be that as it may, he may feel all the more intently and inevitably identi? ed with the dark side of his personality since it is genuinely unpreventable. It isn't that he is permitting society to manage what his character is, however a greater amount of the mental procedures included when he looks at a mirror and sees a dark face. Above all it is an acknowledgment of his connections to his Black family, an acknowledgment of the specific battles that he faces as a dark men and the manner by which he may feel all the more firmly identified with one network in light of the manner by which cultural weights, (for example, bigotry for the shade of his skin paying little heed to his whiteness) may have pushed him more like one network as opposed to the next. ! Moreover, and this I do remember, perhaps the greatest intrigue of the Obama battle was definitely the way that for the ? rst time a BLACK man had the chance of being in the White House. The battle didn't concentrate on how a bi-racial man would make it there. Subsequently in checking some other decision there may have been numerous individuals who may have felt disturbed. Likewise, checking the bi-racial class could bring to the bleeding edge fears of amalgamation that despite everything exist in America today. By Muting these feelings of dread with checking the Black box, Obama kept away from a lot of well known decrease. ! To wrap things up, the message about race isn't something that the demonstration of one incredible individual decides. Her little girls don't need to settle on the decision that Obama made, why not? Since it is correctly that, a decision.

Penis And Its Transparency Essays - Counterculture Of The 1960s

Penis And It's Transparency This first part, an introduction, is persistent on the way that the book is based on genuine occasions. Vonnegut, similar to our storyteller, is a veteran of World War II, a previous wartime captive, and an observer to an incredible slaughter, and that reality loans a certain position to what follows. Vonnegut imparts to us his persevering powerlessness to render recorded as a hard copy the repulsiveness of Dresden. There is nothing canny to state about a slaughter, yet he wants to state something. The book audaciously diagrams the writer's battle to figure out how to expound on what he found such that neither deprecates nor celebrates it. This battle we keep in the rear of our psyches as we continue to peruse of Billy Pilgrim's life. The creator likewise irreversibly makes himself as a character in the story. It is Kurt Vonnegut, the essayist, the previous POW, who discusses the multiple occasions he has attempted and neglected to compose this book. It is Kurt Vonnegut who articulates the first So it goes in the wake of relating that the mother of his cab driver during his visit to Dresden in 1967 was burned in the Dresden assault. So it goes is rehashed after each report of each demise. It becomes a mantra of renunciation, of acknowledgment, of an especially Tralfamadorian theory (something we will be acquainted with later). But since the expression is first expressed by Vonnegut composing as Vonnegut, each So it goes appears to come straightforwardly from the creator and from the world outside the fiction of the content. Section One likewise indicates that time will be a significant piece of the fiction to follow. The creator was going near and around aimlessly attempting to make a direct account. He had a feeling that he was stuck inside a youngsters' melody that proceeded inconclusively, its last line maddeningly filling in as likewise as its first. Just when he starts to consider static time, about returning interminably to the occasions of one's life, about minutes existing forever in no specific request, is he ready to get through twenty years of dissatisfaction and compose Slaughterhouse Five.

Whew!

Whew! Hi Everyone! Its been quite a while since I last blogged. MIT can be a harsh mistress. But Id like to use this post to get back into the swing of things and begin posting regularly again. When we last left each other, Id finished the hardest semester of my undergraduate career. I received my first D, but I fulfilled enough graduation requirements for both degrees and got a whole lot of planning experience being the operations officer for NROTC. IAP 08 came and went without a post, and that was intentional. I took 10.493: Integrated Chemical Engineering Topics over IAP. After my abysmal performance in ICE back in the fall, I decided to put my all into that module. I did, and I think it paid off. For some reason my grade hasnt posted to WebSIS yet, but Im pretty sure its an A. I cant remember the last time I got one of those. Probably back when I was a freshman. This semester is my last hurrah. While my total number of units dropped, the actual difficulty of the courses increased. Lets take a look at my registration this semester: 8.04: Quantum Physics I I finally feel like a physicist. Up until this point, Ive felt like a kid walking around in his daddys shoes pretending to be a grown up. Now I feel like Im beginning to build a fundamental understanding of the way the universe works. This is a great class, and Id highly recommend it to anyone with an interest in physics, even if you dont plan on majoring in course 8. At the very least, it will make you question how the world around you works. In fact, Im still struggling with some of the results of what Ive been told. Of late, Ive been wondering about the following: Quantum mechanics says you cannot predict, in a deterministic fashion, the location of a particle at a given time. However, you can predict the probability with which a particle will be found over a set of locations. Once you measure a particles position, its probability distribution turns into a spike (because youve found it, the probability that the particle is anywhere else becomes zero. This property is called wavefunction collapse, and to the best of my knowledge its true nature is still a mystery). A small amount of time later, you know that it must be somewhere near where you just found it. However, the same cannot be said for an equally small amount of time before! You can say nothing about the location of the particle before you actually measured it, regardless of where you find it. Ok, thats all fine, I guess. In the face of experiment and mathematics I can swallow my disbelief. What I dont get is this: Quantum Mechanics is a deeper theory of reality than classical mechanics, yet in the limit of large quantum numbers (things with everyday size have large quantum numbers), quantum mechanics reproduces classical mechanics (a result called the correspondence principle). However, we know that classical mechanics looks the same regardless of the direction of time. That is, if I know the position and momentum of a classical particle, I know where it is and how fast its moving immediately after AND immediately before. How does a theory that says we cant say anything about where a particle is before we measure it give rise to a very well-understood theory that is invariant under a reversal in time? Im sure theres an answer, they just havent taught me enough yet. By the way, the lecturer this term is Marin Soljacic. After being bothered by a beeping cell phone, he decided to invent wireless electricity (I guess we should credit Tesla too). I should decide to invent something. 8.044: Statistical Physics I Thermodynamics from a physicists perspective. Thermo and I are old friends. We met back in sophomore year and have been inseparable since. This will be the third class that explicitly concerns thermodynamics, and the nth class Ive taken that includes some sort of thermo. Im enjoying it, if only for the eerie familiarity. 8.593: Biological Physics My favorite class this term, and my first graduate-level course. Finally, biology the way Ive been waiting to see it! I once read an article that said Biologists think that if they try really hard, they can solve any problem with arithmetic. Ive found that to be true in the course 7 classes Ive taken here. Not to denigrate the biologists I know in any way. Its just that the courses shy away from heavy duty mathematics. I say if youve got it, flaunt it. This course gives a rigorous description of selective but representative biological phenomena (vision, protein-protein interactions, etc) using the machinery of calculus and statistical mechanics. The problem sets are longer and harder than any Ive seen before, but theyre also fewer and certainly worth the effort. 10.491: Integrated Chemical Engineering II Continuous process design. Right now were working on a computer simulation of the production of biodiesel from used vegetable oil. I regret that I dont enjoy this sort of thing as much as I do physics. But its the last ChemE class I need for my degree, and Im doing a lot better this term. Im too close to stop. 21M.051: Fundamentals of Music A long, long time ago, in another life called high-school, I was a musician. I wasnt great. In fact, I was pretty average. Once I came to MIT, I gave it up. But after going for 4 years without music, and being a senior whod finished his hass concentration, I decided it was time to go back. Fundamentals of music centers around learning music using the voice as your primary instrument. So we sing all the songs that you learned in elementary school (including Hot Cross Buns and that song about the Kookaburra). We also learn how to play the piano. I cant say I like it more than any of my physics classes, but it is certainly a refreshing interlude. What else is new? 87 days until I graduate. I have a job. But more on those things later.

The And Skills With Quantitative Reasoning And Analysis

Assess your progress and skills with quantitative reasoning and analysis. Where do you still need to improve, and what is your plan for improving these skills? Assessing my progress and skills with quantitative reasoning and analysis is with being able to utilizing SPSS to compute my results. Initially taking this class I felt that SPSS was initially simple. But throughout the classes I noticed that it became more difficulty on using SPSS, where I had to utilize numerous websites and books to be able to get the appropriate results. I still seem to have some difficulty with creating APA style graphing, and my grades seem to show little improvement. I must admit this class is quite different from my initially Quantitative Analysis class. I would like to do more imputing data in SPSS on different type of research methodologies to strengthen this area. I would also like to practice on creating proficient APA graphs for all types of research designs. I believe Walden have seminars on strengthening this weakness, I remember seeing a seminar that was provided but the class filled up to quickly that I was unable to sign in. Consider what role this course has played in helping you determine an approach to your dissertation topic. Has your original topic and approach changed? Why? How? In consideration of this course I feel that I have a lot of weaknesses in regards of quantitative reasoning, I feel it may be beneficial to do a study in qualitative due to my proficiency in thatShow MoreRelatedHuman Rights And Fights For Social Justice Essay1633 Words   |  7 PagesThere are also two research methods to consider – quantitative and qualitative. Rubin and Babbie (2014) state that qualitative analysis is â€Å"the non-numerical examination and interpretation of observations for the purpose of discovering underlying meanings and patterns of relationships – involves a continuing interplay between data collection and theory, understanding must precede practice.† Rubin and Babbie (2014) continue that quantitative analysis is â€Å"techniques by which researchers convert dataRead MoreEligibility Criteria For Applicants Criteria1732 Words   |  7 Pagesfollowing 4 sections: †¢ Analytical Writing Assessment †¢ Integrated Reasoning Section †¢ Quantitative Section †¢ Verbal Section Time limit for these four sections is 3  ½ hours. The total score out of 800 is only for the verbal and quantitative sections. The remaining two sections receive their independent scores. 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Qualitative cost estimation techniques are based on a comparison analysis of a new product with the products that have been manufactured previous ly in order to identify the similarities in the new one. Whereas the quantitative techniques are based on a detailed analysis of a product design, its features, and corresponding manufacturing processes. Therefore quantitative techniques are more preferred. Time-driven activityRead MoreQuantitative Vs. Qualitative : A Comparative Analysis Of Research Methods Essay1606 Words   |  7 PagesQuantitative vs. Qualitative: A Comparative Analysis of Research Methods Engaging in a research project can be a frightening and intimidating task for anyone. However, Polansky and Waller (2015) provide a six-step process that is designed to simplify the research process by alleviating anxiety and ensuring that the researcher is able to complete the project in a timely manner. The first step is defining the problem so that it is clearly understood. 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I always had the attitude to indulge myself within various critical reasoning tasks, be it solving numerical puzzles or figuring out capital market movements. My knack for statistics and aptitude to analyse large data sets, was the stimulus for me to take up certain courses during my Under Graduation. I chose algorithms, advanced calculus, computer programming languages, and more dynamic computing software, like MATLAB to enhance my quantitative skills further. ThereonRead MoreWhy Algebra Should Be Considered Prudent?1358 Words   |  6 Pagesthe employers will look for these abstract thinking skills. In the article, â€Å"Should Algebra Required† which appeared in the New York Times, Hacker states that algebra as a requisite is an obstacle for many students to graduate from college. Hacker indicates that algebra should be considered prudent because it â€Å"develops student’s problem solving skills, which involve step-by-step analysis† (2012). Based on that, this step-by-step analysis skill is important in several career settings, including but

The Evolving American Dream - 647 Words

In the most basic of terms, the American Dream is having â€Å"a happy life† (Hart, C). Many people in the 1920’s had to start from nothing, building themselves up to great achievements (Muir). Today’s youngers generations interpret the American Dream as creating a career based on their individual passions. Although the American Dream has transformed over many years, key elements still remain. Being successful, creating a career, and having a beautiful family are all parts of the dream. One of the key parts of the American Dream is success. Looking good and making something of yourself. Carly Hart, a ten-year-old student at Celina Elementary School, currently identifies her success in life through her grades. She is a straight A student and knows education is very important. As an almost sixteen year old girl, I find my success not only through acquiring good grades also, but in other aspects of life such as my social manners, my achievements in band and my progress in art, and my advancements in driving (Walters). Hannah Stroth, age eighteen, holds a view similar to mine. She has the initiative to better herself through working hard at her job, studying, and practicing music that makes her feel successful. Hannah also finds success in the support and love of her friends and family. Casey Muir is a twenty-six year old, currently working as a veterinary receptionist, she classifies her success through her talents and skills, her newlywed life, and constant hard work. RetiredShow MoreRelatedThe American Dream : F. Scott Fitzgerald s The Great Gatsby1362 Words   |  6 PagesGatsby Corrupted Dream The American Dream is originally thought to be about how hard work can lead one person from poorness to richness with the right amount of effort put in. 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To go into more detail, the American Dream allows all people the rights of liberty, autonomy, justice, dignity, the pursuit of happiness,Read More The Evolution of the American Dream Essay1634 Words   |  7 Pages Comparing the perspective of the American dream in the 1920’s to the American Dream in the 1940’s and present day seems to be a repeating cycle. The American dream is always evolving and changing. The American dream for present day is similar to the dream of the 1920’s. An Ideal of the American life is to conform to what our society has determined is success. Money, materialism and status had replaced the teachings of our founding fathers in the 1920’s. A return to family valuesRead MoreThe American Dream722 Words   |  3 Pagesor phase in an immigrants life do they start to develop their American Dream compared to a natural born American? Do both dreamers have the same exact dream for themselves? 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Learned Hand was an American scholarRead MoreThe Great Gatsby American Dream Essay1030 Words   |  5 PagesThe American Dream and â€Å"The Great Gatsby† The American Dream can be described as someone starting at the bottom of the social or economic ladder and working hard towards prosperity, wealth and fame. By having money, a car, a big house, nice clothes and a happy family symbolizes the true American dream. This dream also represents that people, no matter who he or she is, can become successful in life by his or her own work. The majority of people pursue the American Dream for themselves, their familiesRead MoreThe Dream Of The American Dream1023 Words   |  5 PagesThe American Dream can be described as someone starting at the bottom of the social or economic ladder and working hard towards prosperity, wealth and fame. By having money, a car, a big house, nice clothes and a happy family symbolizes the true American dream. This dream also represents that people, no matter who he or she is, can become successful in life by his or her own work. The majority of people pursue the American Dream for themselves, their families and their legacy. Several years ago theRead MoreEffects on the American Dream, Both Positive and Negative Essay example1019 Words   |  5 PagesEffects on the American Dream, Both Positive and Negative The editors of Forbes called on these writers: James Q. Wilson, Katherine Newman, Robert Reich, Gertrude Himmelfarb, Natwar M. Gandhi, and Charles Derber. To answer this following question: If things are so good, why do we feel so bad? The American Dream has both positive and negative effects on the country, but in the end people will ultimately create their own fates. There are many positive effects that the American Dream has such immigrantRead MoreAnalysis Of The Movie A Raisin Of The Sun 938 Words   |  4 PagesSun is a Move about dreams. The movie starts off in south side Chicago, evolving around a time period where racism was still common. The genre of the film is known as drama, and is based upon the Younger family. They receive a check from the death of the father in the story. The main characters’ struggle to deal with society, or in other words the â€Å"man.† The Younger family all have dreams that they wish to fulfil, and the ten-thousand-dollar check is the ticket to their dreams. There are many rolesRead MoreThe American Dream Rhetorical Analysis1131 Words   |  5 Pageshe believes this generation has the responsibility to keep the American Dream alive for the next generation. As the author clearly sates, â€Å"for the American Dream, to survive another generation, then another. â€Å"if the American Dream is to come true and to abide with us†¦it will, at bottom, depend on the people themselves. â€Å"The people who have the power to change the world should just as the people who have the power to change the dream for better we should. The ones who can move physically and can be

President Roosevelt and the New Deal Free Essays

In the 1920’s or the ‘Roaring Twenties’ as they were then referred to, there was a great deal of money, crime and corruption floating around in the American economy and stock market. A lot of people were buying on credit and getting out loans to invest on the stock market. This was encouraged by President Hoover and his Republican government. We will write a custom essay sample on President Roosevelt and the New Deal or any similar topic only for you Order Now The reason for their doing of this was partly to gain a lot of money for themselves and to make America look good for any visitors. It was a time of conservatism, it was a time great social change. From the world of fashion to the world to politics, forces clashed to produce the most explosive decade of the century. In music, the sound of the age was jazz. The Jazz Age came about with artist like Bessie Smith and Duke Ellington. Youth ruled everything. From the young styles of dress to the latest celebrities. If it was young, it was the thing. The new age ladies of this time were young ladies who would go out wearing loose clothing and loads of make up (flappers) and this was unseen before in the States. It was the age of prohibition, it was the age of prosperity, and it was the age of downfall. The Government encouraged the people to buy lots of goods and to invest in the stock market. The poorer people looked at the rich people and thought that they could be as rich as them if they took out a loan, but the bank manager would see these people as unreliable in the terms of the people paying back the money. The bank managers therefore charged the poorer person maybe 15% interest where as if a person with a nice car and a large house came in to take out a loan then the manager would think that they are more likely to pay back the money so they would only put 5% interest on their loan. This in fact put the poorer person in even more debt as they had to pay back a lot more than the richer person. It was also a time of great racism in America with the Ku Klux Klan operating in their most vicious period killing a lot of people and the police hardly took any notice of their actions. Most city officials were owned by the Mafia and they did whatever the Mafia wanted them to do. This greatly increased the rate of crime in most parts of America and because this was the time of prohibition the Mafia brought lots of alcohol into the country. His party was a very relaxed with the economy and with the way it was run and they had adopted a policy of ‘laissez faire’. They said that they would not govern and guide the American economy but they would let it take its way down its own path and see where it ends up. Obviously they did not completely abandon it however they did not keep the right amount of watch on it as they should have done. This irregular regulation the economy led to an major imbalance in the products which America had been selling to their population. The people that bought the large goods that fuelled the American economy, for instance cars, fridges and radios were not going to keep on buying them forever. If a family had a car then unless they were rich they would not invest in another car because there would be no need to. This is the same with fridges and radios because people did not need to buy two or three fridges or radios. Most people could manage with one fridge and again, unless you were quite well-off you were unlikely to buy more than one radio. These major products therefore only had a limited field of marketing before the field was ‘over- farmed’ and nobody wanted to buy from that field anymore. This major reduction in sale therefore led to a major reduction in the amount of people employed by a company. For example, Ford motor cars would not have to employ as many people if they are not producing as many cars because they will not have to run as much machinery and the manual jobs will not be as substantial. Because of this many people were made redundant and were forced to go without a job. During President Hoovers presidency there were no unemployment benefits so people who lost their jobs would have to either try and get another job or live on the money that they already had which for most peoples cases that was not a great deal of money. For most this money only lasted a couple of months so people started to sell a lot of their property and people started selling their houses to gain a little extra cash. In these cases most people did not get a lot of money for their houses and soon found themselves living in shanty towns or ‘Hoovervilles’ as a lot of Americans called them. Hoover did not really care about the people’s situation and his policy was that people should sort out their own problems. These ‘Hoovervilles’ housed great quantities of crime (mainly with the Mafia), heavy drugs also supplied by the gangs and they were very dirty and run down. A new president was to be called for to sort out the problems that America had to deal with. These mainly were that the amount of crime had to be brought down and the Great Depression had to be lifted of the people of America. The man to propose these solutions was a man called Franklin Delano Roosevelt. Franklin was a very clever man who had had a good upbringing and who had always had money in his family While at Harvard, Franklin fell in love with Anna Eleanor Roosevelt, his fifth cousin once removed. Eleanor had had a trying childhood. Her mother, a beautiful socialite who gave her little affection, died when Eleanor was eight. Her father, Theodore Roosevelt’s brother, was spirited and charming. But he was unstable and alcoholic, and he died when Eleanor was ten. Orphaned, she lived with her maternal grandmother and entered her teens feeling rejected, ugly, and ill at ease in society. When Franklin, a dashing Harvard man two years her senior, paid her attention, she was flattered and receptive. On March 17, 1905, the two Roosevelts were married. Her uncle Theodore, president of the United States, gave her away. The marriage was successful enough on the surface. Within the next 11 years Eleanor delivered five children (a sixth died in infancy): Anna (1906), James (1907), Elliott (1910), Franklin D. , Jr. (1914), and John (1916). Having been born into wealth, the Roosevelts never lacked for money, and Eleanor and Franklin moved easily among the upper classes in New York and Campobello. Eleanor, however, was often unhappy. For much of her married life she had to live near Franklin’s widowed and domineering mother. Family duties kept her at home, while Franklin played poker with friends or enjoyed the good life. Later, during World War I, she was staggered to discover that Franklin was having an affair with her social secretary, a pretty young Virginian named Lucy Mercer. Despite these tensions, Eleanor remained a helpful mate throughout the 40 years of her marriage to Franklin. When he contracted polio in 1921, she labored hard to restore his emotional health and to encourage his political ambitions. Thereafter, with Franklin confined to braces and wheelchairs, she served as his eyes and ears. Because she possessed deep sympathy for the underprivileged, she guided his social conscience. Franklin was the man who proposed to the American populace his solutions to get America out of the mess that the country was in. Previously In 1910 Roosevelt was elected to the New York Senate and made the governor of New York. While he was the governor he tried out some of his plans like unemployment benefits and these proved to work well in the recovery of people’s lives. He was willing when he came to be elected for President to put these plans into action and the people liked this. The people believed that they could trust Roosevelt because he had put some of his plans into action before and they had worked well in New York. This why he beat Hoover by a landslide vote in the elections in 1932. When he became President he immediately set his plans rolling and the people knew that they had made the right choice in the form of a President and Government that were actually going to do something positive for the country. How to cite President Roosevelt and the New Deal, Papers

No Man Is An Island free essay sample

â€Å"No man is an island†-John Donne Speaking on the matter of current events, Egypt is in turmoil. Hosni Mubarak is a modern day pharaoh disregarding everything that his â€Å"loyal† subjects are requesting in the polite manner of rioting in streets. He pays no mind to the words of John Donne, an Englishman of the 1500s. Although he himself may be outdated, if you will, his words are not. Not that I am referencing to his entire anthology, but rather a clump of five words that have a particular relevance to Mubarak’s unjust reign. â€Å"No man is an island.† These are the words that â€Å"President† Mubarak disregards; although he may not know them at all. It wouldn’t be too surprising as he is a pristine example of what happens when a man is an island. Mind you, that is by no means literal. I don’t see how an island is fit to lead a nation. We will write a custom essay sample on No Man Is An Island or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On that note, Donne is absolutely right in saying that no man is an island but for that matter, a man cannot be an island. It simply doesn’t work. (Especially if one were to take it literally. Honestly, how would that even make sense?) The line can be interpreted in a number of ways, one of which being that no man can function as the solitary head of some such establishment, as I have briefly explained. If a man could sustain himself as an island (yet again I will implore you, dear reader, if you could please stay away from a literal interpretation?) then we, as a group of civilized individuals, would find ourselves yet again in the times of feudalistic societies where one man (or ring, depending on your pop culture preference) would rule them all. Now that we have, again as a society, established that that would not be just for us all, we have introduced this lovely little thing called democracy. On another note, there is the idea that no man can be truly solitary. Henry D avid Thoreau, a philosopher of the 1800s, proved this theory to be correct after he decided to strive away from society for a good deal of time while he completed his infamous work Walden (which is quite impressive, mind you) with not a single soul for company. He stayed there for two years but eventually had enough and rejoined his fellow Massachusetts citizens in a functioning life. Although it appears that someone can be in solitary confinement, so to speak, for a good deal of time, it is by no means permanent. Which brings me to my next point, another view of this line. In a prison that most citizens would know by the name of Alcatraz, there was a solitary confinement installed where prisoners who misbehaved or did not abide by the given rules were placed in a box of sorts with no sunlight and no human contact for a given amount of time, depending on the offense. Prisoners who went in there once, more often than not, did everything in their power to stay out of there from then o n. This supports Donne’s quote (although applied in a different way than originally intended) because no man can sustain himself in isolation for a long period of time. Although Thoreau’s stay in isolation was a much happier, peaceful time, it offers the same effect. Carrying on from that thought, yet another example would be a psychological study conducted (or rather, a number of them) on a girl that went by the name of Genie. This was by no means an intentional study, but it resulted in (in my un-esteemed opinion) one of the most fascinating and tragic stories and studies of modern psychology. She was socially isolated until she was thirteen years old by abusive parents. Although this is most certainly not how Donne intended for his quote to be used, (considering how he lived in the 1500s and Genie was born in 1957) it is more than fitting and also provides a factual side to his quote. Genie was isolated, save for the occasional interaction with her abusive father b y way of beatings, for thirteen years where she was hardly fed, never learned to speak, and is, for all intents and purposes, the feral child that she was called when she was first discovered in the early 1970s. She could barely be called human as she could hardly function, eat, relieve herself, or vociferate as a normal girl of thirteen years would be able to. Her inability to function due to what was deemed to be her social isolation is proof that indeed, no man (or woman, child, dog, cat, reptile, or fish) can be an â€Å"island† so to speak. Those who are fortunate enough to return from their isolation as Henry D. Thoreau was are undoubtedly the beneficiaries of the tale. They can take from their solitary experiences and appreciate all that society and socializing is. Those who were not as fortunate, as Genie in particular was, are a way for we, as the descendents of men such as John Donne whose wisdom and eloquence precedes (or recedes, really, as here we are a good thr ee hundred years later still discussing him and his work) them, to realize how true the words are and how they do and will apply forevermore. (In contrary to what the Raven quoth, which was nevermore.)

Free Essays on Fish As A Hero In Cloudstreet

Cloudstreet- Fish as a hero â€Å"Hero- Man of superhuman strength, courage or ability, favoured by the gods; later regarded as intermediate between gods and men, and immortal.† (The New Oxford English Dictionary) By definition of hero in A Glossary of Literary Terms (pg139) a hero is â€Å"the chief character of work, of whom our interest centres† and this hero must have one of many factors including conflict concerning â€Å"the circumstances that stand between him and the goal he set himself.† A hero must also be fighting for a worthy cause. The two definitions demonstrate two sides of a true hero. The dictionary definition defines a character describing the characteristical attributes of a hero, where as the literary terms definition is defining a heroic character by his role in a text. Fish satisfies both definitions of a hero. Fish linked to God and his innocence; -Samson (Fish’s real name, and Sam Pickles real name), in bible Samson loses his (hair) to gain something much greater then was possible without this loss, he becomes a hero -Fish is related to the symbol of Jesus and Jesus being the fisher of man - Lamb is innocence and Jesus being a shepherd -Drowns and is ‘cleansed’ (baptismal imagery) - Retarded at the maturity of a child, therefor maintains innocence throughout the story -Talks in tongues (wedding and in sleep) understands the pigs language of tongues -Jesus is â€Å"the water man†(pg119); he gave Fish the opportunity to help his family -Fish discuss’ his omniscience (pg424) -Medically fish is not retarded (pg67) -In his omniscience reveals he has a purpose to help his family â€Å"Lester, Rose, Red- I cant stop it for you† -He has a take and must fulfil this before he ‘returns’ to the water; Fish urges for the water and responds not yet (pg120), (pg146) still yearns for water Fish’s task to unite the family; -Fish was the cause for the move to Subiaco and for ... Free Essays on Fish As A Hero In Cloudstreet Free Essays on Fish As A Hero In Cloudstreet Cloudstreet- Fish as a hero â€Å"Hero- Man of superhuman strength, courage or ability, favoured by the gods; later regarded as intermediate between gods and men, and immortal.† (The New Oxford English Dictionary) By definition of hero in A Glossary of Literary Terms (pg139) a hero is â€Å"the chief character of work, of whom our interest centres† and this hero must have one of many factors including conflict concerning â€Å"the circumstances that stand between him and the goal he set himself.† A hero must also be fighting for a worthy cause. The two definitions demonstrate two sides of a true hero. The dictionary definition defines a character describing the characteristical attributes of a hero, where as the literary terms definition is defining a heroic character by his role in a text. Fish satisfies both definitions of a hero. Fish linked to God and his innocence; -Samson (Fish’s real name, and Sam Pickles real name), in bible Samson loses his (hair) to gain something much greater then was possible without this loss, he becomes a hero -Fish is related to the symbol of Jesus and Jesus being the fisher of man - Lamb is innocence and Jesus being a shepherd -Drowns and is ‘cleansed’ (baptismal imagery) - Retarded at the maturity of a child, therefor maintains innocence throughout the story -Talks in tongues (wedding and in sleep) understands the pigs language of tongues -Jesus is â€Å"the water man†(pg119); he gave Fish the opportunity to help his family -Fish discuss’ his omniscience (pg424) -Medically fish is not retarded (pg67) -In his omniscience reveals he has a purpose to help his family â€Å"Lester, Rose, Red- I cant stop it for you† -He has a take and must fulfil this before he ‘returns’ to the water; Fish urges for the water and responds not yet (pg120), (pg146) still yearns for water Fish’s task to unite the family; -Fish was the cause for the move to Subiaco and for ...

The 5 Ws (and an H) of Journalism

The 5 Ws (and an H) of Journalism The  questions  a journalist answers in the lead of a conventional newspaper article are  who, what, when, where, why and how. Also known as  Five Ws and an H  and reporters questions. The 5Ws H formula has been attributed to English rhetorician Thomas Wilson (1524-1581), who introduced the method in his discussion of the seven circumstances of medieval rhetoric: Who, what, and where, by what helpe, and by whose,Why, how and when, doe many things disclose. (The Arte of Rhetorique, 1560) Examples and Observations It is not often one finds a walk-in refrigerator in a private home. When it happens, even the most hard-boiled of home reporters may be so flummoxed that she reverts to the journalism basics: Who? What? When? Where? Why? In this case, the who is simple enoughNeal I. Rosenthal, founder of the wine importing business that bears his name; the where is his newly renovated house in Dutchess County, about two and a half hours north of New York City.But why a fridge you can walk into?Another moment of excesses, Mr. Rosenthal says of the refrigerator, which cost $23,000. He has, after all, just completed the last step in a $3 million-plus renovation.(Joyce Wadler, In Dutchess County, a Wine Merchant’s Renovated Home. The New York Times, June 19, 2008)News stories are about providing information, and there is nothing more frustrating for the reader that finishing a story with unanswered questions still hanging. Journalism students are taught about the five Ws: who, what, when, where an d why. They are a useful tool to check you have covered all the bases, though not all will always apply.(Peter Cole, News Writing. The Guardian, Sep. 25, 2008) Journalists questions Who? What? Where? When? Why? How? or the questions that are referred to as the five Ws and one H, have been the mainstay of newsrooms across the country. Likewise, these questions have not lost their value in classroom instruction, regardless of the content area. Having your students answer these questions focuses their attention on the specifics of a given topic.(Vicki Urquhart and Monette McIver, Teaching Writing in the Content Areas. ASCD, 2005) S-V-O Sentences and the 5Ws and an H Subject-verb-object is the preferred sentence organization pattern in journalistic writing. Its easy to read and understand. . . S-V-O sentences pack in enough of the who, what, where, when, why and how for readers to have an overview of the story in one sentence. . .These 5 Ws and an H leads from wire services tell the whole story: AUSTIN- Texas ( where) Destinee Hooker, the two-time defending NCAA high jump champion ( who), will skip track ( what) this season ( when) to train with the U.S. womens national volleyball team ( why) before the Olympics.SALT LAKE CITY- Tag Elliott ( who) of Thatcher, Utah, was in critical condition one day after surgery ( what) to repair extensive facial injuries sustained in a collision with a bull ( why).Elliott, 19, was riding a 1,500 pound bull named Werewolf on Tuesday ( when) in the Days of 47 Rodeo ( where) when their heads smacked together ( how). S-V-O is the preferred sentence order in broadcast as well, because it creates easy-to-say units of thought that listeners can understand and absorb while the sportscaster is speaking. Online readers read in chunks: a blurb, a lead, a paragraph. They, too, are looking for easy-to-read, easy-to-understand information, and thats what S-V-O sentences deliver.(Kathryn T. Stofer, James R. Schaffer, and Brian A. Rosenthal, Sports Journalism: An Introduction to Reporting and Writing. Rowman Littlefield, 2010)

Leadership of Nursing Term Paper Example | Topics and Well Written Essays - 500 words

Leadership of Nursing - Term Paper Example eir experience, promoting evidence based practice within nursing and challenging the status quo for higher learning outcome become the hallmark of nurse leaders. Nurse leadership is considerably supported by organizations that empower the workforce and encourage collective decisions and shared learning. Thus, magnet status activities within nursing indicate higher leadership capabilities of nurses in specialized cases and complex clinical situations. Magnet hospitals provide better work environment to nurses through enquiry based learning and sharing accumulated knowledge for higher patients’ outcome (Kramer, 1999). Consequently, such hospitals attract good nurses and retain them to provide high quality of care. Magnet activities provide constant learning environment and help empower the nurses to make effective decisions based on informed choices. Thus, nurses’ initiative in critical situations evolves as key leadership trait that relies on best practices and evidence based knowledge to provide quality care. They also serve as mentors for RNs and guide them to identify their core competencies for higher healthcare delivery. Their competencies in clinical setting and their ability to share specialized knowledge with others are essential ingredients that endow them with leadership qualities. Nurse leaders exploit opportunities and progress from critical nurse specialist to teacher and advisor, later becoming part of hospital administration. It indicates their constant desire to test new approaches and establish new benchmark in the patients’ care through shared knowledge and evidence based practice. As a nurse in magnet hospitals, therefore, significantly enhances their personal and professional image which is acknowledged by the peer group and other health workers. They become better equipped to respond to crisis situation and become proactive participants in creating awareness on public health. Moreover, magnet activities encourage them to empower not

The concepts of constructivism and speech communities beyond language Essay

The concepts of constructivism and speech communities beyond language - Essay Example tilize socially loaded linguistic resources to construct the interactions that they are engaged in, as well as their own identities, or social objects. The paper explores how non-linguistic aspect of the social world should be understood about socially inscribed meanings, and also outlines how a group’s system of meanings can be imposed on another group. Non-linguistic elements encompass features such as gestures and written symbols that do not constitute language, unless when they manifest within the language framework. Non-linguistic features of the social worlds manifest in the form of action, identification, and representation. Non-linguistic features of the social world may be a way of interacting within social events. Spoken words often employ non-linguistic cues such as gestures, gaze, and facial expressions. Non-linguistic form of meaning can be derived instances in which a set sign is linked to another event naturally devoid of requirement for a conventional association between the two such as a natural association between clouds and rain. In some cases, the meaning of an expression is considered to lie within its consequences. Some of the non-linguistic meanings derive from natural history such as the connection between predator and prey, which manifest powerful intrinsic (life and death) meaning for people (GonzaÃŒ lez & Bovone, 2012). Meaning can be applied to describe the internal workings of the mind, separately from any linguistic activity. Such a meaning is highly psychological, whereby some communication by body language may emanate from bodily signals, which draw form human instinct as highlighted by examples such as tears, blushing, erections, and startle reaction. Language has been shown to interface with non-linguistic aspects of mental representation (Eller, 2009). Language can impact on non-linguistic cognition, which draws from the understanding that language does not only mirror conceptual representation, but rather can impacts and

Effects Of Parental Involvement In The Education

Effects Of Parental Involvement In The Education Parent involvement is a valuable component of any students education. It is a well-established fact that parental involvement is linked to childrens success at school. When parents are involved in their childrens education at home, they do better in school. (Henderson and Berla, 1994) The level of parent-school involvement is a better predictor of grades than are standardized test scores. (Desimone, 1999) The 12 years of 180 six-hour days spent in school add up to only 13% of a students waking, learning time during the first 18 years of life. The rest, 87% is spent out of school, primarily at home. (Walberg) What is important is not the type of school, or who goes there, but the quality of its relationship with the families. (Henderson and Map, 2002) Research indicates that there are positive academic outcomes stemming from parental involvement with benefits beginning in early childhood, throughout adolescence and beyond. (Henderson and Mapp, 2002; Patrikakou, Weisberg, Redding, and Walberg, 2005) Henderson and Berla (1994) in an article A New generation of Evidence, state that the family is critical to student achievement. When parents are involved in school, children go farther in school and the schools they go to are better. There is a strong correlation between parental involvement and increased academic achievement. 2.2 Conceptual Underpinnings of the study Parental involvement was defined as including several different forms of parent participation in education and with the schools. Parents can support their childrens schooling by attending school functions, responding to school obligations (parent-teacher conferences, for example), and becoming involved in their childrens schoolwork. They provide encouragement, arrange for appropriate study time and space, model desired behavior (such as reading for pleasure), monitor homework, and actively tutor their children. (Henderson and Berla, 1994) Parent is used in this study to include guardians, grand-parents, foster parents and anybody who takes care of the children. (Kathleen Karen, 1989) In the 1980s, the United States became particularly concerned with the quality of its educational system. Parental involvement in schools became a major issue. Communities also become more watchful of the expense of public education, while local schools became concerned with continuous provision of high-quality teaching and other services. All of this occurred in a time of dwindling resources. Additionally, parents wanted assurance that their children were receiving preparation adequate to lead rewarding adult lives (Kathleen Karen, 1989). Riley (as cited in Moles, 2000) explained that parents are the essential link in improving American education, and schools simply have to do a better job of reaching out to them (p. vii). Parental expectations regarding their children appear to be a constant in childrens academic achievement and social adjustment. Although many parents may not be certain how to help their children with assignments, with guidance and support they can become actively involved in home learning activities, have an opportunity to teach, be models, and guide their children (Michigan Department of Education, 2001). He became interested in how schools in the U.S. involve parents in the education of their children because of the situation in my home country, Cameroon. During his education in Africa, I observed that students whose parents were not involved in their education did not perform well. Many dropped out of school or failed to further their education. In the United States, parental involvement is discussed as a major focus. That is not the case in Cameroon. There, parents have little voice in pedagogy and content. According to Keane (2007), parental involvement improves the chances of childrens success at school, yet research suggests that parent participation may be on the decline. Keane further asserted that student achievement represents more than just grades. Attendance, students attitudes toward school, student behavior, and the drop-out rate all connect with student achievement. A report conducted by Desforges and Abouchaar (2003), showed that enhanced parental involvement leads to better academic performance, better attendance, and improved behavior at home and school (p. 44). 2.3 Context of Parental Involvement In the post-World War II Era (1945-1950s), parental involvement included participation in parent conferences, monitoring of homework, signing of report cards, attending PTA meetings, and fundraising events. In the 1960s educators and policy makers focused on parental involvement as a way to improve educational success for the poor and underachieving students. This led to the development of a variety of models and strategies to promote such parental involvement (Milbrey Shields, 1987). In 1965, Haiman began experimenting with parent involvement program strategies. He designed and wrote the Parental Involvement Performance Standards for the National Head Start and this was used as a consultant to Head Start throughout the nation (Haiman, 1965). In 1968 he spoke on the relevance of curriculum, administration and community involvement (Chicago Tribune, 1968). By 1979, many schools had started incorporating parental involvement into their school programs. Parental involvement in special education programs also increased (Los Angeles Times, 1979). By 1989, the National Education Organization had started incorporating parental involvement programs in their agendas. They provided training to school staff and parents on parental involvement. The School Board Association produced sample school policies on parental involvement which they believed would make schools more secure and more likely, academic development would take place. Best practices and models to support parental involvement were developed. Many reports were written to recommend the necessity of parental involvement in school improvement (USA Today, 1989). In the 1990s, studies demonstrated that parental involvement could predict academic achievement. Parental involvement was considered an integral part of the school curriculum. The level of parental involvement was increased in most of the school districts across the nation (USA Today, 1990). Today, laws have been created to enforce parental involvement in schools including provisions of NCLB and School Accountability Teams. Movements for community control of education such as the education of low-income children, special education students, and English Language Learners have been developed to meet the needs of students. Districts focus on implementing strategies to promote parent, family, and community involvement (National Center for School Engagement, 2004). The Family Strengthening Policy Center (2004) established that states can develop a state-wide network to support teachers preparation for parental involvement, and also provide technical assistance to local districts and schools on how to get parents involved. School districts must have a written policy for administrative support and training for staff, parents and community members on parent involvement programs. The community should be able to advocate with state education agencies and school districts to promot e widespread and effective parental involvement policies and practices. According to the U.S. Department of Education (1997) a sustained mutual collaboration, support, and participation of school staff and families are required for a successful school-family partnerships and childrens learning. Although the success of school family partnerships is difficult to reach, it is important to note that the benefits to children and their educational success depends on hard work required to sustain the school-family partnerships (Epstein, Coates, Salinas, Sanders, Simon, 1997). In line with the mandates of NCLB, the New Mexico Public Education Department (NMPED) has developed statewide standards which establish expectations for all New Mexico public school students. These standards require every district in New Mexico to develop an Education Plan for Student Success (EPSS) a long-range strategic plan to promote students success and continuous school improvement (Parents Searching Out, 2009). Parent involvement in learning activity is a strategy that was found by Epstein (1995) to increase the educational effectiveness of the time that parents and children spend together at home. Teachers and parents agree on the involvement of parents, seventy one percent of principals and fifty nine percent of teachers called it a priority based on research conducted by. Those schools whose parental involvement is strong provide a lot of benefit to the students. How Strong Communication Contributes to Student and School Success: Parent and Family Involvement shows that improved parental involvement not only leads to academic achievement, but to better attendance and improved behavior at home and school as well. When school and home work together collaboratively, and using a competent approach to education, it can make a huge difference in student achievement. (Padgett 2006) The National School Public Relations Association (NSPRA) suggests that a formal policy be created. Lack of planni ng was seen as one of the most challenging aspects to more involvement. Walberg on Families in Educational Productivity states that there is no question that parent involvement represents an exceptionally powerful way of making schools more effective, and of dramatically enriching childrens experiences. Some research indicates that achievement among students in primary schools have identified theories and policies which play significant roles in parent involvement in education (Fan and Chen, 2001; Hill and Tyson, 2009). These theories and policies not only closed the education gap in terms of demographics they also maximize student potential. Parent involvement is so important that The No Child Left Behind Act (National PTA, 2006) is a Federal Policy that puts a mandate on parental involvement in education and family-school relations across primary school levels. However, despite the consensus about how important it is for family and school to work together across developmental stages, theories of parent involvement in education have been based on the pr imary school students in their context and do not focus on the changes that occur with middle school and early adolescent development (Hill and Taylor, 2004; Hill and Tyson, 2009). The Title 1 program is also a government mandated program developed to increase parent involvement and educational services for disadvantaged children. This program placed the emphasis on parental involvement as the primary means of improving the quality of education of low income children (Kim O. Yap and Enoki, 1995). One may ask the question why parents should become involved in their childrens literacy activities. The evidence about the benefits of parents being involved in their childrens education in general and literacy activities in particular is overwhelming. (Fan and Chen 2001) in their meta-analysis found that parental involvement positively affects academic performance. Feinstein Symons, 1999 point out in their research that parental involvement leads to academic achievement. Epsteins framework of six types of involvement are as follows: parenting which help all families establish home environments to support children as students; Communicating from home to school and school to home about school programs and student progress; Volunteering by organizing parent help and support. Learning at home by providing information and ideas from families about how to help students at home with homework and other curriculum-related activities; decisions and planning; Parents should be included in decision making; involve parent leaders and representatives; Collaborating with the community by identifying and integrating resources and services from the community to strengthen school programs, family practices, and student learning and development. Students value their education when they see the interest shown by their parents. Barge, Loges (2003), highlight the fact that government supports parental involvement. According to Moosa, Karabenick, Adam (2001), à ¢Ã¢â€š ¬Ã‚ ¦the alliance between home and school has dramatically changed throughout the history of formal education, as have the roles and functions that parents and teachers are expected to fulfill (p. 477). Throughout time, parents have been portrayed as both friend and foe in the course of educational reform (Callahan, Rademacher, Hildreth, 1998). Historically, parental involvement wasnt always a welcomed addition to the school community, and even today some view parent-school relations as a power struggle. Shaver and Walls, (1998) reported that some research found little to no effect of parental involvement on school achievement for middle age students. For the most part however, teachers and administrators welcome a helping hand in the overcrowded classrooms of the public schools and agree that parental involvement is one way to bridge reading comprehension gaps. Today, it is widely recognized that parents play an essential role in their childrens school life. Numerous types of parental involvement have been shown to develop cognitive growth and success in school (Shaver and Walls, 1998). Schools are working hand in hand with parents, Edwards, and Alldred (2000); describe parents and schools as policy makers with similar functions when it comes to children. Research indicates that there are positive academic outcomes stemming from parental involvement with benefits beginning in early childhood, throughout adolescence and beyond (Henderson and Mapp, 2002; Patrikakou, Weisberg, Redding, and Walberg, 2005). Shaver and Walls, (1998), are also in support, they point out that the connection between parents and school achievement is real. The Epstein case studies are another research that supports parent involvement. Epstein (2002), used the Comprehensive School Reform Model (CSR) demonstrates how collaborative work produces positive outcomes. These studies were conducted in certain states, in selected school within the school districts. Educators, parents and community partners worked collaboratively on action teams to plan the curriculum. The programs are evaluated before being implemented in order to assess how well the plans connected family and school-community involvement. Henderson and Berla (1994) in an article A New generation of Evidence, state that the family is critical to student achievement. When parents are involved in school, children go farther in school and the schools they go to are better. Regardless of socioeconomic status or race, studies show a direct correlation between parental involvement and a childs academic achievement (Williams 1992). 2.4 Parental Involvement and Achievement It is well established that parental involvement is correlated with school achievement of both children and adolescents (Long, 2007). Primary school children gain greater academic, language, and social skills (Grolnick Slowiaczek, 1994), primary school students have greater achievement and future aspirations (Eccles Harold, 1993) and spend more time doing and completing homework (Epstein Sanders, 2002). Research shows that parental involvement is more important to childrens academic success than their familys socioeconomic status, race, ethnicity, or educational background (Amatea West, 2007). Parental involvement can encourage childrens and adolescents achievement in many ways. One way that parents can contribute positively to their childrens education is to assist them with their academic work at home. Parents who read to their children, assist them with their homework, and provide tutoring using resources provided by teachers tend to do better in school than children whose parents do not assist their children (Izzo et al., 1999). Additionally, in a study conducted by Callahan, Rademacher and Hildreth (1998) on twenty-six lower to middle-class at risk sixth and seventh grade white students, students mathematics scores increased when parents became involved with assisting them at home. In the Callahan et al. study, parents were trained for duration of ten weeks on how to implement home-based self management and reinforcement strategies. Shaver and Walls (1998) conducted a similar parent training with seventy-four Title I students in second to eighth grade. Their study sho wed that regardless of gender or socioeconomic status of the child, parent involvement increased the scores of both mathematics and reading. Other parental involvement strategies that are said to assist children academically are for parents to have books, newspapers, and computers in their homes (Suizzo, 2007). This is not to say that just because there are books and newspapers in the home that children will read them; children do, however, fare better with their reading when there are books and computers in the home. Research shows that the level of parental involvement is associated with academic success. Children whose parents are actively involved in their schooling benefit better than children whose parents are passively involved. Specifically, if parents attend teacher conferences, accept phone calls from the school, and read and sign communications from the school, their children will benefit academically more than children whose parents do none of the above. Furthermore, children excel even more when their parents assist them at home with their homework, attend school sponsored events, and volunteer at their childrens schools (Suizzo, 2007). Childrens academic success also may be related to school-level parental involvement. Parental involvement can be defined as participation by a childs mother and/or father, or legal guardian in a childs education. Children who attend schools where there is a high level of parental involvement evidence greater achievement. School-level parental involvement seems to benefit children and adolescents academically and behaviorally by promoting information sharing and control over childrens behavior. Coleman (1990) asserted that children whose parents know each other promote school identification and success for their children. Broh (2000) also mentioned that students at school-level parental involvement schools were more likely to do their homework because completing their homework was considered the norm at these schools. 2.5 What is Parental Involvement? Parental involvement means different things to different people. A recent newsletter published by The Center for Comprehensive School Reform and Improvement (2006) explained that some people equate involvement to chaperoning field trips or volunteering for PTA committees while others define it as attending an open house or signing off on homework folders. National PTA (2006) described parental involvement as regular participation of parents, a two-way process, and meaningful communication involving student academic learning and other school activities. National PTA pays particular attentions to parents, who are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. Under National PTA, schools are required to do evaluation and design strategies for more effective parental involvement, and also to revise, if necessary, the parental involvement policies. It also places the responsibility for scho ols to be certain that parent involvement initiatives are properly developed and evaluated. National PTA reauthorized the Elementary and Secondary Education Act (ESEA, 1965) with four principles to frame ways in which families, educators, and communities can work together to improve teaching and learning. These principles include: accountability for results, local control and flexibility, expanded parental choice, and effective and successful programs that reflect scientifically based research. Enhancing connections within families, between families, and with their communities and the institutions that affect them should result in better outcomes for children and their families. These principles stress that parents and schools should be accountable for students achievement. In addition, plans for parental involvement should be flexible to address the local needs and build parents capacity to improve on their childrens achievement (U.S Department of Education, 2004; Family Strengthening Policy Center, FSPC, 2004). The Family Strengthening Policy Center, FSPC (2004), observed that there is no universal definition of what parental involvement in education entails. Some definitions include greater participation in the life of a school, while others are focused on the increased contributions to an individual childs learning process. Still others incorporate the family into the learning process through adult education, parenting, and after school activities. Reenay et al., (2007) defined parental involvement as encompassing three areas: a) direct contact with teachers, b) parental actions at school, and c) parental actions at home. In many schools, parents are engaged in the governance and planning processes in building students achievement goals (FSPC, 2004). Nonetheless, parental involvement takes place when parents actively, resourcefully and responsibly contribute to promote and develop the well being of their communities (Northwest Regional Education, 2001; Jesse, 2009) Davies (1991) defined parental involvement from a shifting perspective. Restructuring the society, communities, and schools leads to the transformation of parental involvement. The following evolving definition illustrates this paradigm shift. 2.5.1 Evolving Definition Parental involvement shifts from parent focus to family focus, family to community agencies, school to home/neighborhood setting, eager parents to hard-to reach families, teachers/administrators agendas to family priorities, and deficit view of urban families to emphasis on inherent strengths of families (Davies, 1991). He further explained that even though non-traditional families are much more common nowadays than they were in the 1950s, alternative family structures are effective and should be recognized by the school. Liontos (1992) mentioned recent beliefs about parents and families that schools should consider when involving them in their childrens education: 1) All families have strengths, 2) parents can learn new techniques, 3) parents have important perspectives about their children, 4) most parents really care about their children, 5) cultural differences are both valid and valuable, and 6) many family forms exist and are legitimate (pp. 30-31). Jesse (2009) noted that parental involvement has two independent components: parents as supporters and parents as active partners. This approach of parental involvement would be insufficient if schools make use of only one of these components. Parents can be active, yet not supportive of the education process and vice versa. He further indicated that parental involvement should take many forms. For example, parental involvement can be reading to children, volunteering at the school, collaborating on decision making committees, and advocating for children. Hewison and Tizard (1980) explained that parental involvement can be focused if the school addresses the following issues: a) define what is meant by parent involvement, b) define what the school means by parental involvement, c) provide examples of parents decision making roles, d) remove structural barriers, and e) identify who else has an interest in increasing the parents role in the school. 2.6 Why parents help? Parents, teachers, and administrators should be equally responsible for the education of children. If schools want to truly ensure academic success of children, schools need to make sure that all educational planning passes through parents first (Patrikakou et al., Weissberg, 2005). According to the National Parent Teacher Association (NPTA), although parents often state that they would like to be more involved in their childrens education, they complain that they feel left out of decision-making at their childrens school. Frankly, some school personnel are not comfortable with the idea of having parents involved in more than the traditional fundraisers. These personnel feel that as long as parents stick to traditional fundraiser events, everything else will be okay. Shatkin Gershberg (2007) and Seeley (1992) found that parental involvement at some schools is seen as a power struggle. When teachers believe that they are the primary person to handle a childs education, then they crea te an unbalanced and unequal partnership. Nevertheless, at least theoretically, most teachers welcome the idea of parent involvement. According to a teachers perceptions study published by the National Parent Involvement Network, 83% of teachers wanted an increase in parental involvement at their schools, and 95% of inner city teachers felt that parental involvement was lacking (Funkhouser, Gonzales, Moles, 1997). Many parental involvement strategies have been used in the past, but schools are still baffled by the lack of parental involvement at the secondary level (Christenson Sheridan, 2001; Drake, 2000). Antiquated parental and family involvement strategies are often cited as a major problem in research. Schools that update their strategies to accommodate the characteristics of their community benefit more than those schools that only use a standard program (Drake, 2000). Other problems may be that most parental involvement strategies are aimed at helping middle class families (Crozier, 2001), focus mostly on primary schools, and do not place much emphasis on minority families. The increased diversity of students and their families presents an even greater challenge to schools and teachers (Lewis, 1992; Wanders et al., 2007). Teachers recognize the benefits of including parents, but consistently complain that parents do not assist in their childrens education (Lewis, 1992). Administrators and educators should not assume that parents automatically know how to involve themselves at school or home. Parents need to be taught how to effectively involve themselves in their childrens schooling. The assumption that every parent knows how to teach their children should be admonished. Parents are not teachers and need to be instructed on how to teach, assist, and encourage their children at home (Quigley, 2000). Ineffective instruction at home by a parent could hinder the academic progress of their children. The National PTA (2006) gave the following suggestions on how to involve parents: a) schools should host orientation sessions for parents on how to be involved, b) have an onsite family resource center, which will give parents access to materials on parenting, c) give parents handouts on curriculum information and teaching methods, d) encourage parents to volunteer in school and at school events, and e) invite parents to sit on committees to participate in school-decision making. Likewise, it should not be assumed that teachers automatically know how to effectively involve parents in the classroom and at home. Epstein (1985) pointed out that the majority of teachers have little to no training on how to involve parents in the classroom. Therefore, most teachers lack necessary skills and knowledge on how to effectively work with parents. Kesslar-Sklar and Baker (2000) found that teachers need guidance from school administrators and consultants such as school psychologists to communicate with parents. In-services and workshops could provide guidance on how to effectively engage parents. Parent engagement is important on all levels of school involvement; however, sometimes schools are confused on what is considered parent engagement or involvement. School administrators and teachers feel that parental involvement is important for the academic success of children, but sometimes the definition of what constitutes parent involvement is often misconstrued between par ents and teachers. According to Epstein and Sanders (2002), there are six types of involvement: a) parenting- assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level; b) communicating- communicate with families about school programs and student progress through effective school-to-home and home-to-school communications; c) volunteering improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs; d) learning at home- involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions; e) decision making-include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations; and f ) collaborating with the community- coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. Schools play an important role in assisting parents with the aforementioned strategies. When these strategies along with parents feeling welcome are in effect, children thrive academically and socially. If parents do not feel welcome at their childs school, they are less likely to be involved (Constantino, 2003). 2.7 How do Schools Engage Parents? Hanke (2006) pointed out that lack of parental involvement is due to lack of helpful information to parents. Emails, phone, letters, newsletters and personal contacts can be made by schools to reach out to parents. If schools communicate with parents regularly and consistently using the various means, the gap between school and parental involvement will be reduced. Students expectations and achievement will increase if families show high levels of interest (National PTA, 1998). Six different areas of parental involvement are identified by Epstein et al., (1997): parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Two types of communication exist (The Pacific Resources for Education and Learning, 2006). These two types include one-way (transmittal) and two-way communication. In one-way communication, the school disseminates information to parents on how they can help their children at home. Examples of this type of communica tion are newsletters and informational fliers. The two-way communication is considered much more interactive and perceived as a partnership between the school and families. Examples include surveys and questionnaires structured to collect informational data pertaining to students (The Pacific Resources for Education and Learning, 2006). Reenay and Vivian (2007) explained that even though the invention of new technologies has made it easier for schools to reach out to parents (through emails, cell phones and internet websites), the use of traditional methods in communication has been found to be an effective way for schools to communicate with parents, but this has been limited in use by schools because of time constraints. In addition, it has been assessed that the frequent use of mass communications (newsletters, calendars, letters and handbooks) by school educators has not been effective in changing student behaviors. However, as Jonson (1999) reported, many parents do not communicate with their childrens schools due to a vast number of reasons. For example, their concerns might not be heard or responded to promptly, or they are busy at work. Despite t

Effects of the Columbian Exchange

The Columbian Exchange had a profound influence on the vast spread of plants, animals, culture, human populations, and many infectious and contagious diseases through trade in both North America and Western Europe. The Columbian Exchange began in 1492, when Christopher Columbus set sail on his voyage to the Americas. Although it created an enormous increase in food supply and productivity, and human population, it also damaged the ecological stability of many large areas. In North America, the Columbian Exchange had a positive influence as well as negative.North America received many domesticated animals from the Old World, including horses, cattle, pigs, sheep, and fowl. Although the animals provided valuable food, clothing, and energy sources, they caused mixed emotions in the Indians because the animals severely damaged important croplands. Not only did North America receive animals, but new plants too; America received plants such as black pepper, barley, wheat, rice, lettuce, su garcane, and rhubarb. They received domestic plants, animals and other goods from Africa, Asia and India as well.The Old World also exposed North America to numerous infectious and contagious diseases: including bubonic plague, chicken pox, cholera, influenza, leprosy, malaria, measles, scarlet fever, smallpox, typhoid, typhus, yellow fever, and yaws. Since the indigenous peoples had no immunity to these diseases, they took a major toll on the Indian population, causing a significant demographic decline. The indigenous people also suffered from the brutality and the expropriation of farmland from the Europeans.Aside from the negative, the Columbian Exchange allowed North America to grow and develop into a functional and effective civilization. Through the Columbian Exchange, Western Europe had the opportunity to expand their trade routes across the Atlantic basin, linking with Asian and Indian markets. In addition, Columbus’ voyage to the New World (America) inspired many Eur opeans to migrate there. Transoceanic migration to the Americas by the Western Europeans, gave Europe much more power in multiple places than they had previously had.As the Indian population declined due to disease and such, Europeans continued to pour into the Americas. Like North America, Western Europe received many domesticated plants because of the Columbian Exchange such as potato, corn, cotton, vanilla, and tobacco. In Ireland specifically, potatoes became a staple food for society. Crops such as sugarcane and tobacco were in high demand at this time in Western Europe; they were â€Å"cash crops† which increasingly improved agricultural prosperity and economy.An improving economy lead to growing cities; this is all attributed to the Columbian Exchange. The Columbian Exchange had a profound influence on the vast spread of plants, animals, culture, human populations, and many infectious and contagious diseases through trade in both North America and Western Europe. The e ffects of the Columbian Exchange on Western Europe differ from that of North America in many ways; yet, there are also many similarities. It increased prosperity in both regions.

An Comprehensive Literacy Instruction Is Essential And...

A teacher’s learning instruction is essential and paints the picture for a child’s success in society. A teacher’s literacy instruction provides children with the needed skills to be fluent in reading, writing, phonemic awareness, and math. Phonics and phonemic awareness also help with reading comprehension. Preparing a child for fluency and comprehension means doing the basics and leading up to the high expected skills. Each step in developing reading and writing is built off the other; for example, cause and effect. What is an affective comprehensive literacy instruction? Is one better than the other? This essay will define comprehension literacy instruction and explain how to scaffold a child’s literacy development. What Is Comprehensive Literacy Instruction? 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The Passport Free Essay Example, 1000 words

Modern concepts of nation is changing. The passport is the first and foremost document that not only identifies a person according to the country but also according to the values and culture it harbors. The passport unites the nation on common ethos goals and interests. Eventually these values standardize national languages. This trend is relatively recent and creates animosity towards other languages. The changing concept of nationalities based on languages creates a social competition among the countries. Sometimes passports divide the people. It was the case when the Indian subcontinent won freedom from the British Raj. The whole sub-continent was one country with a single passport. But after it was divided into two countries, people that spoke the same languages and ate the same food and shared much of the history were now holding two passports. Later, it becomes a matter of pride to honor one’s passport. They forget the common heritage and compete against each other in business, trade, education, languages and weapons. The passport fortifies languages and creates a chain reaction; it invents culture around linguistic superiority. We will write a custom essay sample on The Passport or any topic specifically for you Only $17.96 $11.86/pageorder now Every nation tries to uphold its language and lives under assumed or real linguistic dominance over other nations. When borders are formed based on linguistics, it creates a competition among the people to prove their superiority over others. Technology In a broader context, passports have made travel much safer. With modern technology, the passports are becoming more difficult to copy and manipulate. It means that no person with an invalid visa or a replica passport can travel internationally. In theory, it is the best method to ensure that no one should be allowed to exploit international travel for illegal activities. These criminal activities include but not limited to drug trafficking, human trafficking, smuggling ammunitions, exporting or importing exotic animals, and the list goes on. With the innovation in technology, passports are becoming safer, efficient and more reliable. There are talks of incorporating the biometric system and a microchip in the passport to double and triple check the safety standards. The biometric data will record and identify things like fingerprints, photographs and iris patterns (Benedictus, 2006). Currently, the Nicaraguan passport is considered one of the safest passports as it hosts a total of 89 separate security features (Benedictus, 2006). It is considered one of the least forgeable documents in the world.