Our Help for Waitlisted Students

Our Help for Waitlisted Students Need our help to get off the waitlist? Dont wait. Time is of the essence. Heres why. Photo credit: Andreas Praefcke. Just because highly selective colleges state to you that they wont be going to their waitlists until May 1st, know that this is not necessarily the case. What? A highly selective college may not be entirely accurate with you? If youre a regular reader of our college admissions blog, you know this is par for the course in the highly selective college admissions process. Its not as though a student admitted off the Harvard waitlist next week is going to get angry with Harvard for admitting him well in advance of when the school said it would make this decision. They know that. And frankly, Harvard doesnt care. They will do as they wish. In our experience, highly selective colleges go to their waitlists earlier than May 1st if the number of deposits coming in (the number of accepted students who are saying yes as in choosing to matriculate) is at a much lower rate than the previous year. They keep track of this data. They have to to manage their numbers. In our experience, weve seen top colleges go to their waitlists way in advance of May 1st even at the beginning of April. When the yes cards are coming in slowly, highly selective colleges panic and want to ensure that the students at or near the top of their waitlist dont send in deposits to other highly selective colleges. Also, some highly selective colleges have every intention of going to their waitlist in conjunction with decisions going out. Thats right that early! Want to know why? Its all about the US News World Report rankings. The top colleges sometimes manipulate the rankings by immediately admitting students off the waitlist. These students dont count as admitted students for the ranking. It makes the schools look all the more selective and increases their chances of moving up in the all-important college ranking. Does any of this surprise you? If you read our blog regularly, we suspect not. And if you need our help to try to get off the waitlist at the highly selective college or your dreams, contact us today to get started as time is of the essence for the reasons specified above.

Feminist View on Ponorgraphy Essay - 275 Words

Feminist View on Ponorgraphy (Essay Sample) Content: Feminist View of PornographyNameInstitutional AffiliationInstructorDate of submissionIn this paper we will assess the view of pornography from the three categories of the feminist, the three group are; anti-pornography, liberal, and pro sex feminist. The anti-pornography feminist theories argues that, pornography promote violence against women. According to Mackinnon (1989) pornography is a form of rape, an action of sexual politics and a way of enhancing gender inequality. She further state that pornographic materials present women as sexual objects that enjoy pain and experience pleasure in being raped. Pro sex feminist argue that censoring pornography is against the freedom of expression. Pro sex feminist claim that anti-pornography feminist advocate of censorship of expression by referring to it as pornography. Will censoring pornography undermine instead of promoting the right of women? To answer the question above, in this paper we will assess the use of pornogr aphy using feminist theories.Feminist view of pornography indicate the significant of sexuality to the feminism and also the prostitution. The view of the pornography has an issue that has threatened to them into two group, especially among feminists in western countries. Some even made public that they wonà ¢Ã¢â€š ¬t share stage with pro pornography feminists. The height of the division was in the year 1980s, during the Feminist Sex Wars. The war pitted anti-pornography feminism against sex-positive feminism.There are three common feminist view on the pornography. The most common view particularly in academic is that pornography is a male culture that humiliate, defile and exploit women. A second view on the pornography, is the liberal position, that incorporate the freedom for expression and uses the right as a defense of pornography without strictly defending the pornography, but stating that everyone has the right to consume or produce words and images. A third feminist view of the pornography, publicly defend the pornography and have been labeled as the pro-sex feminist and who argue that porn is beneficial to benefits women. Several difference have been raised between the three positions.Anti-pornography feminists claim that the feminist with who disagree with their view are either brainwashed dupes of patriarchy or as advocators for pornographers. Jeffreys (1990) states that feminists who believe women like men choose whether to participate in porn or not are liars and should stop spreading those lies to the general public. Jeffreys (1990) claim that are forced to participate in making pornography that it is not on free will but they have no choice. Illegal immigrant regardless of being male or female are at risk of being forced participate in pornography work. Anti-pornography feminist states that their pro-sex counterpart are enjoying women subordination and dominance.The anti-pornography feminist also claim that, the liberal feminists are only silen t about the issue of porn due to intimidation. Intimidation comes from the current sex-workers and also the stakeholders in the porn industry. In a situation where anti-pornography feminist differ with pro-porn feminist to the extent of refusing to share stage, notably the Catharine MacKinnon. Instead of responding with a compiled argument, pro-porn feminist respond with anger. Pornography industry is where they get money to pay their bill, thus censuring the industry will render them jobless, with no means to pay bills.Page Mellish in her work Feminists Fighting Pornography states that all feminist issues are rooted in the pornography problems. (MacKinnon, ) refute the claim that some porn work incorporate words and images that are protected by the First Amendment. As per the MacKinnon as an act of sexual violence. Porn is viewed as both the main issue of the 21 century feminism and an inherent act of violence in fundamental feminist ideology, which Christina Hoff Sommers term as t he gender feminism. Gender feminism concentrate on the history of an uninterrupted oppression of female by their male counterpart that spans cultural barriers. To anti-pornography feminist, the only viable explanation is that male and female are separate species, which are fighting each other. Men interests are articulated through and maintained by a capitalistic structure termed as patriarchy. The cause of the antagonism is so deep that it lies in manly biology itself. (Brownmiller) traces the origin of rape back to the Neanderthal times when men started use their penises as weapons. From the time in memorial rape has been used to intimidate women by men and keep them in fear. Anti-porn feminist also reject the claim that sex in a natural force which act against women such as motherhood. According to the feminist, men construct women's sexuality through the words and images of society, which the French philosopher Foucault referred to as the texts of society. After the c onstruction of such women sexuality, men commercialize it and market it back in the form of porn. In other words, through pornography man describes woman sexually. Which in turn defines every aspect of women role in society. Anti-pornography feminist believe that, to end the oppression, patriarchy and its texts must be smashed. Liberal feminism is a similar to the 1960s feminism that advocated for equality with their male counterpart, who were not characteristic oppressors so much as recalcitrant partners to be rational. The call for equality between the two genders did not mean destroying the existing system, but revolutionizing it, for instance employing measures such as the affirmative action. The liberal principle is a woman's body, a woman's right underlay influences ranging from the rights to abort and also the lifestyle freedoms like lesbianism.The choosing of the content was given more action than the content. Liberal feminists share the idea of free dom of expression including in the use of pornographic materials. An example of these organization is the Feminists for Free Expression (FFE) which have consistently being against the censorship of the pornography. For instance, the liberal feminists with the likes of Sallie Tisdale have steadfastly defended the freedom for sexuality. Most of the liberal feminists are appalled by Playboy and argues that is not pro-pornography. A number of reason why porn should be censored are: amazing works of art and literature would be forbidden; the act would also breach the First Amendment; the freedom of expression would be repressed; and that freedom of speech enhances creativity. A number of liberal feminists, have compromised their ideologies in the favor of anti-pornography position, and even seem to be willing to sacrifice free speech if that means women. For example, they also condemn the free market for commercializing women as body parts, which demeans women. In (Scambler Jennings, 1998), an essay defending pornography, which sometimes seems to be an attack, Lisa Steel comments: Chauvinist representation of women, is all part of the same industry that, in the search of profits, reduces the community to consumer groups. And marketing conservative the same way the military is in every aspect. What we gain is less to what we loss so that a number of individual can a right to produce porn and make money. Such muddled and ambivalent defenses often offend the sex workers they are intended to protect.In the recent period, the number of the Pro-sex feminism has been increasing. The pro-sex feminist labeled as the pro-sex have defended the right of a woman to take part in and to consume porn. Some of these women, such as Nina Hartley, are current or ex-sex-workers who know firsthand that posing for pornography is an uncovered choice that can be enriching. Pro-sex feminists have a common principle that is, a woman's body, a womanà ¢Ã¢â €š ¬s right and stress that woman choice with her body must be protected if not respected. Pro-sex feminist arguments in some cases seem to overlap with ideas of the liberal feminist ones. For instance, the two express concern over who will play the role of the censor because of the subjective words, such as degrading, which can be interpreted to mean whatever the censor intended.The statute that banned Margaret Sanger because she used the words syphilis and gonorrhea is no different, in principle, than the one that interprets obscenity today. There is no protection even for the typical type of the feminist, for example our bodies which providing a cohort of women with the first clear view of their own biology. Unavoidably, ban will be used to act against the least popular views on porn which, are the weakest members of the community which include feminists and lesbians. When the Canadian Supreme Court decided in 1992 to protect women by restricting the importation of pornography, one of the first victims was the lesbian/gay Glad Day Bookstore, which had been on a police hit list. Among the books seized by Canadian customs were two books by Andrea Dworkin, Pornography: Men Possessing Women and Women hating. Such an event should not have surprised Dworkin who declared in (Take Back the Night), that the feminist in todayà ¢Ã¢â€š ¬s world cannot rely on the legal system that is made and implemented by men who they refer to as sadist. On the dangers of banning the production of porn, pro-sex and liberal feminists in most cases do a agree.Pornography is degrading to women. Degrading is a subjective term. I find commercials in which women become orgasmic over soapsuds to be tremendously degrading. Every woman has the right to define what is degrading and liberating for herself. The assumed degradation is often linked to the objectification of women: that is, porn converts them into sexual obj...

Boston Tea Party in the American Revolution

In the years following the French and Indian War, the British government increasingly sought ways to alleviate the financial burden caused by the conflict. Assessing methods for generating funds, it was decided to levy new taxes on the American colonies with the goal of offsetting some of the cost for their defense. The first of these, the Sugar Act of 1764, was quickly met by outcries from colonial leaders who claimed taxation without representation, as they had no members of Parliament to represent their interests. The following year, Parliament passed the Stamp Act, which called for tax stamps to be placed on all paper goods sold in the colonies. The first attempt to apply a direct tax to the colonies, the Stamp Act was met with widespread protests in North America. Across the colonies, new protest groups known as the Sons of Liberty formed to resist the new tax. Uniting in the fall of 1765, colonial leaders appealed to Parliament. They stated that as they had no representation in Parliament, the tax was unconstitutional and against their rights as Englishmen. These efforts led to the Stamp Acts repeal in 1766, though Parliament quickly issued the Declaratory Act. This stated that they retained the power to tax the colonies. Still seeking additional revenue, Parliament passed the Townshend Acts in June 1767. These placed indirect taxes on various commodities such as lead, paper, paint, glass, and tea. Acting in opposition to the Townshend Acts, colonial leaders organized boycotts of the taxed goods. With tensions in the colonies rising to a breaking point, Parliament repealed all aspects of the acts, except the tax on tea, in April 1770. The East India Company Founded in 1600, the East India Company held a monopoly on the importation of tea to Great Britain. Transporting its product to Britain, the company was required to sell its tea wholesale to merchants who would then ship it to the colonies. Due to a variety of taxes in Britain, the companys tea was more expensive than tea smuggled into the region from Dutch ports. Though Parliament aided the East India Company by reducing tea taxes through the Indemnity Act of 1767, the legislation expired in 1772. As a result of this, prices rose sharply and consumers returned to using smuggled tea. This led to the East India Company amassing a large surplus of tea, which they were unable to sell. As this situation persisted, the company began to face a financial crisis. The Tea Act of 1773 Though unwilling to repeal the Townshend duty on tea, Parliament did move to aid the struggling East India Company by passing the Tea Act in 1773. This reduced importation duties on the company and also allowed it to sell tea directly to the colonies without first wholesaling it in Britain. This would result in East India Company tea costing less in the colonies than that provided by smugglers. Moving forward, the East India Company began contracting sales agents in Boston, New York, Philadelphia, and Charleston. Aware that the Townshend duty would still be assessed and that this was an attempt by Parliament to break the colonial boycott of British goods, groups like the Sons of Liberty spoke out against the act. Colonial Resistance In the fall of 1773, the East India Company dispatched seven ships loaded with tea to North America. While four sailed for Boston, one each headed for Philadelphia, New York, and Charleston. Learning of the terms of the Tea Act, many in the colonies began to organize in opposition. In the cities south of Boston, pressure was brought to bear on the East India Companys agents and many resigned before the tea ships arrived. In the case of Philadelphia and New York, the tea ships were not allowed to unload and were forced to return to Britain with their cargo. Though tea was unloaded in Charleston, no agents remained to claim it and it was confiscated by customs officers. Only in Boston did company agents remain in their posts. This was largely due to two of them being the sons of Governor Thomas Hutchinson. Tensions in Boston Arriving at Boston in late November, the tea ship Dartmouth was prevented from unloading. Calling a public meeting, Sons of Liberty leader Samuel Adams spoke before a large crowd and called on Hutchinson to send the ship back to Britain. Aware that law required Dartmouth to land its cargo and pay duties within 20 days of its arrival, he directed members of the Sons of Liberty to watch the ship and prevent the tea from being unloaded. Over the next several days, Dartmouth was joined by Eleanor and Beaver. The fourth tea ship, William, was lost at sea. As Dartmouths deadline neared, colonial leaders pressured Hutchinson to allow the tea ships to leave with their cargo. Tea in the Harbor On December 16, 1773, with Dartmouths deadline looming, Hutchinson continued to insist that the tea be landed and the taxes paid. Calling another large gathering at the Old South Meeting House, Adams again addressed the crowd and argued against the governors actions. As attempts at negotiations had failed, the Sons of Liberty commenced a planned action of last resort as the meeting concluded. Moving to the harbor, over one hundred members of the Sons of Liberty approached Griffin’s Wharf, where the tea ships were moored. Dressed as Native Americans and wielding axes, they boarded the three ships as thousands watched from the shore. Taking great care to avoid damaging private property, they ventured into the ships holds and began removing the tea. Breaking open the chests, they tossed it into Boston Harbor. In the course of the night, all 342 chests of tea aboard the ships were destroyed. The East India Company later valued the cargo at  £9,659. Quietly withdrawing from the ships, the raiders melted back into the city. Concerned for their safety, many temporarily left Boston. In the course of the operation, no one was injured and there were no confrontations with British troops. In the wake of what became known as the Boston Tea Party, Adams began openly defending the actions taken as a protest by people defending their constitutional rights. Aftermath Though celebrated by the colonials, the Boston Tea Party quickly unified Parliament against the colonies. Angered by a direct affront to royal authority, the ministry of Lord North began devising a punishment. In early 1774, Parliament passed a series of punitive laws which were dubbed the Intolerable Acts by the colonials. The first of these, the Boston Port Act, closed Boston to shipping until the East India Company had been repaid for the destroyed tea. This was followed by the Massachusetts Government Act, which allowed the Crown to appoint most positions in the Massachusetts colonial government. Supporting this was the Administration of Justice Act, which permitted the royal governor to move the trials of accused royal officials to another colony or Britain if a fair trial was unobtainable in Massachusetts. Along with these new laws, a new Quartering Act was enacted. This allowed British troops to use unoccupied buildings as quarters when in the colonies. Overseeing implementati on of the acts was the new royal governor, Lieutenant General Thomas Gage, who arrived in April 1774. Though some colonial leaders, such as Benjamin Franklin, felt that the tea should be paid for, the passage of the Intolerable Acts led to increased cooperation among the colonies in regard to resisting British rule. Meeting in Philadelphia in September, the First Continental Congress saw representatives agree to enact a full boycott of British goods effective December 1. They also agreed that if the Intolerable Acts were not repealed, they would halt exports to Britain in September 1775. As the situation in Boston continued to fester, colonial and British forces clashed at the Battles of Lexington and Concord on April 19, 1775. Winning a victory, colonial forces commenced the Siege of Boston and the American Revolution began.

Driver Education Key Vocabulary for English Learners

Many ESL speakers and learners are required to take driver education courses to obtain their driver license from the DMV (Department of Motor Vehicles). In the United States, each state DMV provides a different written test (for example the California DMV has a different test than the Florida DMV or the NY DMV). International driver licenses also sometimes require a written test. The key vocabulary provided is based on a standard DMV written test and is broken up into categories such as Nouns (Persons, Types of Vehicles, Dangerous Situations, etc.) Verbs, and Descriptive Phrases. Study these keywords to help you or your classes better understand driving manuals and driver education courses. Key DMV Driver Education Vocabulary: Nouns Persons bicyclistdriverofficerpassengerspedestrianspoliceman Key DMV Driver Education Vocabulary: Types of Vehicles and Car Parts bicyclebrakechainsequipmentheadlightslightsmirrormotorcyclepickup trucklicense plateseatsignalssteeringtirestow trucktruckvehiclewindshield Key DMV Driver Education Vocabulary: Dangerous Situations accidentalcoholcollisionconvictioncrashdangerdrugsemergencyevidencefoghazardinjuryinsuranceintoxicantslawsoffensereactionriskwarning Key DMV Driver Education Vocabulary: Driving arrowdistanceDMV (Department of Motor Vehicles)documentDUII (Driving while Under the Influence of an Intoxicant)guideID (Identification)identificationinstructionlicensespeed limitmovementpermitprivilegeregistrationrestrictionsrequirementssignsspeeding Key DMV Driver Education Vocabulary: Roads crosswalkcurvecurbdistrictdrivewayexitfreewayhighwayintersectionlanepavementrailroadramproadwayroundaboutroutesidewalkstop lightsstop signtraffic lights More Key DMV Driver Education Vocabulary Key DMV Driver Education Vocabulary: Verbs approach a roadavoid an accidentbe alert while drivingbrake a car (step on the brakes)change laneschange lanes, tirescheck, look into mirrorcrash into somethingcross a roaddamage somethingdrive a car, drive defensivelyenforce a lawexit a roadfollow a car or vehiclehit a car, an objectinjure a personinsure  a vehicle or carmerge onto a roadobey a layobtain a permit or licenseoperate a vehicleovertake a car or vehiclepass a car or vehicleprotect passengersreact to a situationreduce speedrefuse to take a testride in a carshow identificationsignal a turnskid on the roadspeed (drive above the speed limit)steer a car or vehiclestop a car or vehicleturn a car or vehiclewarn another driverwear safety beltsyield to (oncoming) traffic Key DMV Driver Education Vocabulary: Descriptive Words (Adjectives) and Phrases amber lightsapproaching car or vehiclebehind somethingcommercial vehicleconvicted driverdisabled passengerflashing lightshazardous situationinterstate freewayintoxicated driverlegal documentlicensing departmentmanual transmissiononcoming trafficone-way streetout-of-state license plate, driverpedestrian crosswalkposted signprohibited by law, movementrecreational vehiclereduced speedreplacement tirerequired by law, equipmentsafety feature, seatslippery roadsteering wheelstraight roadsuspended licensetwo-way streetunsafe driving, driver, vehiclevalid drivers licensewarning signals, lights

William Shakespeare s The Red Cedar - 934 Words

In reality the world needed another Olivia Benson and I believed I would be just that. However I wanted a challenge so I decided to be Imani Horne the Criminal Attorney. After years of watching intense show downs in the courtroom I thought I’d found my calling. I was selected for an internship with Samuel Terry. While attending several murder cases it took one family court case to drive me away from being a Criminal Attorney. I can still imagine the uttering cries of the mother and her children. There I found my calling, adolescents! Throughout high school my passion were the greats, Shakespeare, Poe, Hemingway, Dickens, Twain, and the list goes on. In particular Shakespeare picked my brain constantly. His works have survived and remain triumphant even today. Though teachings were shallow I still remained engulfed by his works. Which lead me to dive into English on the banks of the Red Cedar. My plan was to begin with the foundations of my literary study to sharpen my skills. This meant the introduction of how we read and what to look for also known as â€Å"close reading.† The Introduction to Reading Poetry with Mr.Pogue equipped me to understand the poets hidden persona and how to make sense of it. As this was a challenging course I believed I still wanted to embark on this journey. The Foundations of Literary study with Mrs.Barksdale-Shaw molded me to decipher all types of works. Literary works ranged from poems, music lyrics, and even plays. By the time I completed theShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permiss ion(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

The Importance Of Bilingualism And Its Effects On The World

It was like I had said an explicit word as I yelled the word Abba to my dad at the end of soccer practice. Something very commonly said in my house, the Hebrew word for dad, produced looks of confusion from my small-town teammates and embarrassment within my 6-year-old self. From then on I never referenced my dad as Abba outside of the house until I was much older. My old teammates had feelings just like many other Americans in the United States about knowing other languages. In the United States the rate of people speaking two or more languages, bilingualism (2) and multilingualism (multiple), is the lowest in the world (Grosjean 15). When defining bilingualism, I am referencing the ability to communicate, whether it is speaking, writing, reading, or understanding, in another language. Out of the entire United States, close to 17 percent speak more than one language but they do not reach those of Europe, Asia, or Africa (Grosjean 15-6). Neurologists have discovered that language sh apes our brains. The brain structure of those who speak multiple languages differs from those who are monolingual, meaning they only speaking one language. Being bilingual was once thought to be a burden on the brain, but as new research is released throughout the years, the opposite is being discovered. Many people in the United States only know English; consequentially closing themselves off from the world. Language guides our lives. Knowing another language can open up opportunities in theShow MoreRelatedBilingualism Is The Ability By Individuals1208 Words   |  5 PagesIntroduction Bilingualism is the ability by individuals to use two linguistic systems languages. Children acquire bilingualism in their early years when they are regularly exposed to adults who speak two different languages such as German and French or English and Spanish. Research shows that the majority of people in the world today are bilingual, or multilingual (those who comprehend more than two languages), compared to monolingual (individuals who have learned only one language). While manyRead MoreMartin Espada And Richard Rodriguez1267 Words   |  6 Pagesidentity.† - Unknown. Bilingualism has many different interpretations and definitions and can cause problems in the community or unite it. The concept of bilingualism represents several different ideas, two writers, Martin Espada and Richard Rodriguez share in their essays their personal stories about being immersed into the English culture and learning the language. They share their views of what bilingualism means to them person ally and make arguments about the importance of the concept. The twoRead MoreSecond Language Learning And Teaching Essay1249 Words   |  5 Pagesand social lifestyle in both monetary and non-monetary ways as pointed out and â€Å"outlined by evaluating four distinct areas of policy (Grin 2004)†. These areas include, private monetary and non-monetary, and social monetary and social non-monetary effects. Language has also been linked to how culture develops as explained by â€Å"Hallett et al (2007)†, where language use was a clear indicator of health and wellbeing in Canada’s Aboriginal community. This Aboriginal community represents New Zealand’s MaoriRead MoreA Brief Note On English And French Language Essay1709 Words   |  7 PagesIntroduction: Language is a method of communication and plays the main role of transmitting knowledge. The invention of the internet transformed the whole world into a room, which you can enter to communicate with people or companies from different regions. English and French language are commonly used by more than 60% of people across the world. History is the reference of a specific country, which is also transmitted by language .By other words, language is the major source of communicating ideasRead MoreThe Primary Responsibilities Of An Educator1412 Words   |  6 Pagesâ€Å"bilingual education has the potential of being a transformative school practice, able to educate all children in ways that stimulate and expand their intellect and imagination, as they gain ways of expression and access different ways of being in the world† (p.12). Implementing a two-way Spanish and English immersion program provides students with a unique educational experience in which students have access to instruction in their primary language and a second language, with the goal of becoming bilingualRead MoreAnalysis Of Martin Espada And Richard Rodriguez1651 Words   |  7 PagesI lived in a predominantly Spanish community. These contrasting lifestyles and cultures truly showed me the difference between a public and a private identity, and the importance behind bilingualism in the world today. However, before I can recount what I’ve learned, we must first discuss two contrasting concepts about bilingualism from two very accomplished and controversial writers: Martà ­n Espada and Richard Rodriguez. Editor, essayist, and winner of the Paterson Award for Sustained Literary AchievementRead MoreBilingualism Has On The Mind Essay1810 Words   |  8 Pagesquestioned the importance of being bilingual, like how would this every help me in a world where English is becoming the native tongue. Before I stumbled across the research done on bilingualism I had very little to none background knowledge on bilingualism. I thought the only outcome of being bilingual or multilingual is you get to socialize with other people from other backgrounds and maybe have more opportunities to a more variety of jobs. Needs less to say I greatly underestimated the importance bilingualismRead Morenm,n. On the other hand the main dissimilarity of those two essays is authors view towards the society. Their ideas are very helpful for the development of our society.1747 Words   |  7 PagesArguments in their Effectiveness– In this assignment, you are required to show your abilities to summarize and comp are the effectiveness of two articles based on your analysis of them. Thus far in the course, we have read writers arguing about the effect of gender on the way people talk to one another. For instance, in his essay â€Å"Sex Differences,† Ronald Macaulay argues that the popular assumption that the speech of men and women is essentially different is a pure myth, while Rachel Rafelman, in herRead More English Language Learners: Families and Schools Essay1112 Words   |  5 Pagesthe educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education. The American society has a vast influence on students who are EnglishRead MoreBilingual Education : The Problems1695 Words   |  7 Pagesquick to point out problems produced by bilingual education. In my opinion, the benefits of bilingual education outweigh the problems. In this paper, I will discuss some benefits, problems, and solutions to these problems while also advocating the importance of bilingual education. Benefits of Bilingual Education There are many benefits to bilingual education. Most benefits will help students, but some benefits will better society. Bilingual education will help students with development, performance

My classroom free essay sample

The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards; and curiosity itself can be vivid and wholesome only in proportion as the mind is contented and happy.   (France, cited in Richards, 2006:14) This ethos is imperative to a successful learning environment and will be the philosophical foundation on which all learning and administrative functions within my school will be structured. Teaching is an art and every artist needs good tools and an open environment in which to work. A dynamic socially interactive environment which nurtures curiosity and inquisitiveness blended with support and appreciation for the needs and goals of the individuals within the school and the school community itself. Exploration and investigation will be facilitated and encouraged by teachers so that students are given the opportunity to think critically and become individual, successful autonomous learners and collaborators. The classroom is not only the core center for learning but also a source of inspiration, research and reflection on curriculum development. All subjects will be given an equal level of importance; problem and design based projects will play a role in blending the boundaries between subjects to achieve a more fluid learning environment. There will be links with the global community as a resource that plays a practical role in the educational process. As we move forward into the 21st century new skills such as problem-solving, cultural awareness and digital fluency are crucial in order for the next generation to succeed in life and be happy which is essentially the purpose and aim of education. The Ideal We live in an expanding multi-cultural digital age; as a result how we think, learn, communicate, process and source information has changed drastically in recent times. This rapid technological advancement is set to continue and for that reason it is vital to incorporate it into our educational system. Digital media has infiltrated almost every part of daily life and schools should embrace this digital world which is a source of limitless information and a valuable resource. Changes in curriculum are necessary to adapt the process of learning so that it meets the needs of our digital society and students who have become accustomed to interactive technologies as a way of life. There is a huge gap between how we embrace and use technology in society and within our educational system that needs to be addressed (Strommen and Lincoln, 1992:467). The school will aim to produce students with digital fluency, awareness of global citizenship, interpersonal and cross cultural communication skills that all support and complement a foundation of core knowledge. The combination of these competences in conjunction with a focus on emotional intelligence and a flexible approach to learning will empower students and prepare them for success in life. The development of all different aspects of the self will be adopted in order to foster positive emotional qualities and develop practical life skills. â€Å"institutions of the future need to dedicate themselves much more intensely to emotional and social capabilities and convey a more extensive, value-orientated education concept. The importance of acquiring factual knowledge will decline significantly, in favour of the ability to orientate yourself within complex systems and find, access and creatively utilize relevant information. † (Clouder, 2007:1) The Classroom The meaning of the word educate is derived from the Latin word educe to draw out, to develop from within (Oxford English Dictionary, 1989) therefore helping students learn how to think independently and create their own path through discovery based learning is the focus of the classroom. â€Å"creative thinking is itself a way of learning something new. You are not quite sure where your trail of thought will lead you. So there is a connection between thinking and learning or rather trying to teach oneself† (Adair, 2009:52) Classrooms will be fully digitized with individual computers, digital whiteboards and most importantly an area for discourse and group interaction. The teacher’s desk will be located near to the group interaction area and not the focal point of the room in order to create a communicative class environment placing importance on student participation and using the space as a pedagogical resource. The classroom is the core center for student learning and development, with teachers playing a key role in the process of developing self-directed learning as advisors and facilitators providing support through guided cognitive and constructivism methods. The internet will be utilized with a pedagogical purpose. Creating an environment in which students are exposed to technology as an infinite provider of information, an aid and resource to learning that needs to be filtered and analyzed. Students construct knowledge based on previous understanding and connections made between new information and old information. Sourcing and selecting new material and integrating it with what they already know in a logical structure (Mayer, 2003:17). This is a complex balance to accomplish that requires active student driven involvement and self-motivation in order to develop self-organized learning capabilities through discovery based learning. Sugata Mitra (2013) has shown in his recent studies that groups of children have the potential to learn almost anything when given access to relevant information in an open an engaging environment thus arousing curiosity and encouraging children to inquire and learn for themselves. However, if students only focus on personal interests without being aware of societal issues this will limit their development (Bottery, 1990:12). Children actively build and develop their ideas and the teachers’ constructivist role is to facilitate and accelerate this process by encouraging students and providing guidance. Students require freedom to become active independent learners but simultaneously need some guidance in order that their learning process results in the construction of knowledge (Bruner, 1961 cited in Mayer, 2004). Skills need to be developed so that students can identify, synthesize and analyze useful information (Trilling and Hood, 2001:9). Incorporating the use of innovative computer software systems has the potential to personalize learning so that students can develop at their own pace. Students can progress at a pace that not only challenges them but also ensures conceptual understanding of a topic before advancing forward. Software systems, like Khan Academy, provide students with this ground-breaking opportunity. The software is developed so that failure is not penalized but looked at as a challenge to get to the next level, similar to a computer game, which fosters a different mentality towards learning (Khan Academy, 2013). Students are given more responsibility to monitor their own development and have a sense of what they have achieved and the time to fully comprehend complex topics without the pressure of having to perform in exams, keep up with a group, or in the case of high achievers be bored within a group. It cultivates students who â€Å"assume a greater responsibility over their own learning† (Barron and Darling-Hammond, 2008:4). It also provides teachers with automatic diagnostic data about student development so that they can fully utilize class time for productive interaction and personalized guidance. This supports Vygotsky’s concept of the ‘zone of proximal development’, in that it highlights actual development and fast tracks the teacher’s ability to offer support and guidance in areas of difficulty and therefore advance potential development (Vygotsky, cited in Pollard, 2002:113). By using new technologies teachers can quickly avail of data to determine the students who need extra assistance and speak to individuals or create groups so that peers can support each other. It provides teachers with tools so they can utilize their time more efficiently and supportively furthermore creating time for interactive project based work that complements core learning knowledge, applying it to real life situations and engaging the students collaboratively. Collaborative learning methods have a positive effect on student relationships, attitudes towards learning and sharing ideas and as a whole it improves the process of learning (Barron and Darling-Hammond, 2008:12). The student is an active member of the class community and the teacher is a member of this community providing resources and activities. Students can contribute to their learning content using tools such as podcasts, screencasts, and blogs monitored by the teacher and accessible to both the class and the global community (November, 2012). With the use of technology it is possible to create educational links with school communities and experts from around the world with the objective of learning from each other and improving global communication skills (Hew and Brush, 2006:224). Creating multimedia resources and social media links integrates technology by using it as a means to support and further learning as opposed to learning about technology independently. In conjunction with this a focus on multi-cultural studies will provide students with a broader cultural understanding of the world, learning from other cultures and connecting this with their own interpersonal relationships (Trilling and Hood, 2001:10). Learning how to find, interpret, analyze, synthesize, and share information enhances the development of the knowledge age competence skills as defined by Trilling and Hood (2001). Working in collaboration on problem-based activities guided by the teacher, structured in a way that combines a variety of core based knowledge alongside interpersonal skills, project management and cultural understanding leads to creative thinking and the development of innovative ideas. This active collaborative social interaction creates an environment in which the group developmental level is higher than the sum of each individual’s personal level of achievement (Tharp and Gallimore, 1988 cited in Polard, 2002:256). In theory this is a valid learning model however as Bottery (1990:13) argues this places a huge level of responsibility on the teacher with regard to constructing the appropriate teaching materials and selecting the issues to be discussed. The role of the teacher is complex in more ways as it is â€Å"difficult to conceive of pedagogically sound ways to apply a technology when you are not familiar with it† (Strommen and Lincoln, 1992:473). Training and support are crucial to the integration of technology with a pedagogical purpose, as an inadequate utilization of these resources will result in computers being â€Å"little more than ‘electronic workbooks’, bearing an awkward and peripheral relationship to an otherwise unchanged curriculum† (ibid. , p. 473). Technology and project based learning can only fully support self-directed learning in so far as the paradigm of academic testing and adherence to curriculum is changed. Introducing a flexible curriculum is imperative to the process of constructivist learning in a technological environment and is required so that relevant criteria and engaging projects can support child driven learning. A new form of assessment that reflects this epistemology alongside a change in curriculum is inherent to its success. Importance placed on standardized testing not only discourages student engagement and collaboration but also hinders the learning progress together with consuming a large amount of teacher time and attention (Hout and Elliot, 2011). Assessment Assessment and curriculum are interlinked in that assessment dictates both the content of a subject and how it is taught (Hew and Bush, 2006:232). As assessment is â€Å"the activity of measuring student learning†, (Reeves, 2000 as citied in Hew and Bush, 2006:230) portfolios of work can be generated by tracking the natural progression of students’ critical understanding, use of knowledge, construction of ideas and how they synthesis information to problem solve (Papert, 2004). Project and problem based group work that is displayed and presented can form the basis of formative assessment as students and teachers evaluate through discourse. Prominent display of student work shares ideas, recognizes student achievement, motivates the class and encourages a strong work ethic. (Kress et al. , 2003:39). This uses visual space and assessment as a pedagogical resource to guide students in their educational development and self-directed learning whilst providing teachers with data that supports a more diagnostic and reflective method of teaching. This type of assessment is challenging but it supports a curriculum that focuses on the knowledge age competences and places value on the inquiry based learning aims of the school. We are in an age of growth and development and in order to grow we must explore and experiment. Where this will fail though is if we continue â€Å"to test within the framework of traditional curriculum† (Papert, 2004:2). To avoid this teachers and administration need to work together in unity to develop both a curriculum and an assessment strategy. Organizations like the Pearson Research Innovation Network are producing technologies that can potentially change the classroom, the teacher’s role and the curriculum structure. This is the future of education and we need to embrace it (McKnight, 2013). â€Å"new tools alone do not create educational change. The power is not in the tool but in the community that can be brought together and the collective vision that they share for redefining classroom learning† (Riel, 2000 cited in Strommen and Lincoln, 1992:472) Curriculum In my opinion a school, much like an organism is a multifaceted and interactive entity that is constantly changing and adapting to effectively support its growth. It is necessary to have a system in place that enables this growth to flourish and a trust and flexibility within the community to allow it to develop (Coppieters, 2005:129). Teachers and administrators will work together to design a flexible inquiry based curriculum, with objectives and guidelines, that recognize and serve the needs of the student, incorporate the values of the school community, and embrace innovative ideas within the school framework. Key to the functioning of this system is trust for and amongst teachers. An efficient and supportive administration team is vital for this to be accomplished as there needs to be distinct channels of communication between teachers and administration. This cooperative, democratic structure creates a clear path to the collaborative goal of continually improving teaching methods and learning processes. â€Å"Teachers creativity is a powerful force for positive educational change, but it can thrive only if it is unleashed and supported by strong institutional commitments† Ongoing teaching training within the school will be provided so that teachers understand technology-supported-pedagogy, improve research methods so they can contribute to curriculum development and the inquiry based learning process. Value placed on the development of teaching skills motivates teachers and enriches the school community (Sahlberg, 2007:156). This is limited by the policy makers, political and religious, that enforce a strict curriculum and subject based syllabus that hinders the power of individual schools and teachers to make decisions that promote pragmatic change. A struggle incurs that paralyzes the school as it is subjected to rigorous testing under present educational policies, which leave little time or freedom to introduce alternative teaching methods, adapt curriculum or change assessment modes. However, a national curriculum does have qualities such as measuring progression and continuity, providing a clear structure and monitoring standards (Pollard et al. , cited in Pollard, 2002:375) in contrast though the â€Å"prescriptive, outdated content specific national syllabus† (Pollard, 2002:158) available at the moment advocates a stagnant uniformity. It is restrictive and conflicts with the aims of a dynamic, organic view of the school and therefore I think it is important that individual schools be given more freedom to devise a curriculum that meets the needs of the student as adherence to and repetition of strict textbook packages results in a lack of teacher and consequently curriculum development (Apple, 1986, cited in Marsh 2004:34). A fluid movement between subjects will be supported and encouraged as a dichotomy between disciplines is unproductive as art has the potential to complement science and vice-versa, â€Å"somebody whose interest is in graphic arts can use mathematics  as an instrument to produce shapes† (Papert, 2004:2). Design and problem based projects blend analytical and intuitive thought processes which broadens understanding using subject based knowledge more freely to advance ideas in other disciplines and create a dynamic learning environment. Health and Emotional Intelligence Another important aspect which will be incorporated into the curriculum is a humanistic view to the development of all different aspects of the self which will be adopted in order to foster positive personal qualities and develop life skills and emotional intelligence. White identified personal fulfillment and practical wisdom as two of the key curriculum aims in his curriculum proposal (White, 2007). Both aims reflect what I believe to be some of the new challenges presented by modern society but are quite often overlooked and not given sufficient status in the education system. Developing a sense of self-confidence and the ability to voice emotions and opinion leads to an improvement in communication, collaboration and aids successful project based learning. Finding purpose sustains motivation and leads to creativity (Robinson, 2010). Lifestyle has a huge impact on educational development and there are increasingly more elements in modern society that affect a student’s ability to learn. Social skills are not developed through critical thought but on the basis of example. Though, this is essentially a natural and interactive development I feel students would benefit from a more informative and critical understanding of how personal behaviour and emotions effect how they feel, perform and communicate with each other. Providing students with relevant cognitive behavioral skills to deal with barriers to learning and promote healthy student development is very important. Programs, such as COPE (Creating Opportunities for Personal Empowerment), have shown that the inclusion of health and emotional development programs have a positive outcome on both learning and personal development (Caldwell, 2013). Challenging the stigma attached to mental health is another aspect that needs to be dealt with in schools. Depression and anxiety disorders among young people are prevalent in society (Green et. Reducing this stigma will allow for a more open development of emotional understanding and support a curriculum that teaches emotional intelligence alongside creating social awareness and empathy towards mental health issues. Practical life skills and an understanding of emotional intelligence are not only vital to successful functioning in our modern society but also learning how to utilize this skill based knowledge will complement and further deepen students understanding of personal strengths and weaknesses throughout their educational journey. Featuring a prominent life skill module of this caliber within the curriculum largely requires freedom to adapt and include relevant modules on an independent school level as â€Å"school health programs do not have high status in the educational hierarchy and in current health and education policy initiatives† (Adelman and Taylor, 1999:147). The decentralization of authority with regard to curriculum is necessary to develop and integrate modules that reflect the social, cultural and economic factors within a community. Placing importance and value on personal growth and understanding to support learning development as opposed to viewing it as a separate supplementary activity is a challenge in itself (ibid. , p. 153). Conclusion To achieve an effective amalgam of technological integration and a humanistic approach necessitates a delicate balance. It will require innovation, determination and exploration on the part of both teachers and administration to carve a path towards the educational practice of the future which is not without obstacles and challenges. The aim is that students will possess the tools needed to effectively engage with the process of learning, the skills and knowledge required to function in the 21st century and the ability to achieve personal fulfillment. Optimal student development is valued and a flexible curriculum that can be continually adapted will support this. Assessment will be used for the benefit of accelerating the learning process, maximizing the quality of class time and providing support for both students and teachers so that a system can be developed that empowers and motivates educators and students. This will ultimately arm future generations with valuable skills and qualities and a sense of social responsibility that can improve the world in which we live. If we want the next generation to be critical, problem-solving innovative thinkers then it is our duty to lead by example. In order to succeed you need to create the opportunity to evolve as it is radical change that makes a difference and inspires others.