Nation At Risk Gave Rise To Two Major Education Reform

Nation at Risk gave rise to two major education reform movements; accountability and school choice. Federal government started thinking about testing, and standardization, which resulted in No Child Left Behind (NCLB), and Race to the Top. McGuinn’s No Child Left Behind (NCLB), describes the politics of accountability as setting a standard for teachers, testing students to see if the schools meet the set standards, and then holding the schools and teachers accountable for not achieving those standards by creating consequences. George W. Bush, a Republican made NCBL a nationwide issue. Unions and districts opposed accountability because testing could be grounds for firing teachers and using data to rank schools made schools look bad and†¦show more content†¦M. Freedman’s idea was to apply the free market to the education system and allow the schools to compete for the kids’ business. Unlike accountability, which was watered down after collaborating work w ith unions, charters are rarely unionized. School choice got its impetus from the poor minorities because they wanted better schools, while accountability was supported by businesses. In Milwaukie during 1990s, local leaders mobilized disgruntled parents that were dissatisfied with their education system resulting in the adoption school choice. When accountability was adopted, there was a coalition of support, however choice was opposed on all fronts by the teachers’ unions, NAACP, and Democrats. Unlike accountability adopted nationwide, choice was disproportionately opposed at the state and local level. Reformers where up against teachers’ unions and districts who avidly opposed choice. When opposition could not stop choice, they would try to help created the structure by implementing ceilings/caps, making sure that charters did not get as much money as public schools, and forcing charters to build their own buildings. Unions oppose choice because it creates competition and the current system creates a consistent supply of kids whether the school is good or bad. Choice allows kids to leave bad schools forcing the teachers’ to perform better, and potentially putting teachers’ jobs at risk. The districts opposed choiceShow MoreRelatedEssay on Is Democracy Sustainable in Latin America?1274 Words   |  6 Pagespractices it produced have had a direct impact on all the factors that help sustain democracy. The two main factors in Latin American democracy are the society and the economics. Colonial ideas of fueros, caste systems, and church ideologies during the inquisition, have influenced Latin America socially. 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“Emerging Trends in Commerce Education to Face the...

Indian Streams Research Journal Volume 2, Issue. 6, July 2012 Available online at www.isrj.net ISSN:-2230-7850 ORIGINAL ARTICLE â€Å"Emerging trends in Commerce Education to face the challenges of dynamic business world† Jitendra Ahirrao1 and Prakash Ratanlal Rodiya2 1 Asoociate Professor, Department of Commerce,Smt. Dankunwar Mahila Mahavidyalaya, Jalna.E-mail: drahirrao@indiatimes.com 2 (M. Com., M. Phil., UGC NET)H. No. 135, Near Vitthal Mandir, Mahada Colony,Mantha Road, Jalna-431203. E-mail: prakashrodiya@rediffmail.com Abstract: Commerce education is business education. Commerce education is that area of education which develops the required knowledge, skills and attitudes for the handling of Trade, Commerce and Industry. The†¦show more content†¦As a result the importance of Commerce education has been increased many folds. Business executives need to update their skills due to sudden changes in the external environment. Due to the increasingly complex nature of organizations and businesses, there is a need that the business schools impart relevant, current, and cutting edge knowledge to the students. The School of commerce should play pivotal role in equipping our future dynamic managers with the emerging trends of Commerce skills to face the challenges of dynamic business world. CONTENTS OF COMMERCE EDUCATION: Commerce offers foundation for many professional careers like Finance, Planning, Accountancy, Tax Practitioners, Banking and Broking etc, besides academics, research, and many mor e. Persons having flair for accounting, finance, commodities, marketing and trading etc. generally choose Commerce. As a stream of study, Commerce can be studied the Higher Secondary level. This paves the way for higher studies in commerce related subjects. The undergraduate and postgraduate Education in Commerce is offered at University departments and colleges spread all across the country. Specializations are offered at post graduate and at research levels. A number of subjects can be studied under disciplines of Commerce in conjugation like; Accountancy, Economics, Mathematics, Business, Finance, Marketing, etc. Most commerce colleges in India offer the following subjects in their curriculum: ?Show MoreRelatedThe Impact Of Electronic Commerce On The Development Of Electronic- Commerce3921 Words   |  16 Pagestechnology and communicative devices, electronic commerce and digital markets has steadily impacted the expansion of information systems, organizations, and society, on a global scale. The discussion of cultural differences as it relates to electronic commerce was identified while analyzing primary factors that markets should take into account. The characteristics and trends of each country examine the utilization of the Internet and electronic commerce. 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We can communicate with our friends, relatives or other colleagues via e-mail on a virtually instantaneous basis, join a chat group discussing a current social issue such as horrible terrorists’ attacks on America

Spring Morning by John Clare, and Coldness In Love by DH Lawrence Essay Example For Students

Spring Morning by John Clare, and Coldness In Love by DH Lawrence Essay The two poems A Spring Morning and Coldness In Love both have a common theme of love, but talk about vastly different aspects of that one emotion. An obvious contrast is that in A Spring Morning, John Clare talks of the positive aspects of love, and how it feels to be in love, while in Coldness In Love, DH Lawrence talks of the pain that can be experienced by someone who was once in love, but has been cast aside by his lover. Another obvious contrast between the two poems is that they are set in contrasting seasons, as Clares poem is set in spring, hence the title A Spring Morning, while Lawrences poem is set in winter. A clear comparison between the two poems show that they both use pathetic fallacy to reflect the mood, attitude and feelings that they have towards both love, and also what love can do to people. In the poem A Spring Morning, Clare describes the act of falling into love, and how once in it all appears to be perfect. He does not talk of a specific case of falling into love, but talks of the general feelings that one can experience when they are in love. As the poem is generalised, it lacks a definitive story-line, which contrasts with Coldness In Love, which talks of a specific case of someone (most probably Lawrence himself) having difficulties in love, and being cast aside by his lover. A Spring Morning is obviously set in spring, and the imagery used in it describes all of the positive aspects of love, without talking about any of the problems that sometimes occur between lovers. An example of the positive imagery Clare uses to describe the feelings of love are shown in the below quotations: Fresh are new opened flowers, untouched and free From the bold rifling of the amorous bee. I think that the words untouched and free from the above quotation could give a possible motive for why Clare wrote the poem. This motive could be Clare trying to describe the first time that he has fallen in love. This idea is also supported by Clare saying Fresh are new opened flowers, which could talk about girls reaching puberty, and becoming more womanly. Clare also uses some sexual imagery to describe love, and spring, as he uses the words rifling of the amorous bee to describe having sexual intercourse. He also tries to describe spring as being virginal, as he describes the flowers (possibly referring to young women) as untouched and free. The fact that Clare only seems to describe the positive aspects of love could dismay some people from enjoying the poem, as they might find the poem to be too one-sided and also too generalised, as Clare never mentions a specific person who is in love. Coldness In Love contrasts sharply with this, because it talks of a very specific case of someone being in love, and the troubles that they encountered whilst they were (or maybe still are) in love. The poem is extremely negative about the feelings one can experience in love, which again may give the poem a minority appeal of other people who have at one time or another been cast aside by their lover. However, this poem is much more realistic than A Spring Morning, which may appeal to some people as they will appreciate Lawrences honesty in the poem, and feel sympathy for him, as he suffered much pain during the relationship that he described. An example of the negative imagery Lawrence uses to describe how he feels towards love I shown in the quotation below: The sea and the sky went grey, as if they had sunk A flocculent dust on the floor of the world: the festoon Of the sky sagged dusty as spider cloth, And coldness clogged the sea, till it ceased to croon. Lawrences attitude towards love is obviously very negative, as shown by the first line of the above quotation. He talks of how The sea and the sky went grey, which could be referring to love abandoning him, and taking all of the colour, pleasure and meaning out of his life. The above quotation also shows Lawrences negative attitude towards love, as he says that the sky sagged, which again could refer to the meaning being taken out of his life, and what life he has left has slowly started to collapse in on him. Coldness In Love is set in winter, as the season reflects the feelings that Lawrence describes. The cold described in the title is shown by the winter weather, which is always cold. Lawrence describes the feelings that he felt when he parted from his previous lover with a passion, showing that the pain he felt was still very vivid during the writing of the poem. Throughout the poem Lawrence also describes trying to recover his lost lover, but to no avail. The coldness described throughout the poem could show how much Lawrence missed his lover, and how he was not complete without her. This could be so, because the opposite feeling of warmth is associated with being content, and the lack of that warmth could signify his lack of contention now that he is alone. The following quotation shows this clearly: But still to me all evening long you were cold, Egyptian Poetry EssayI also think that the poetic devices that Lawrence has used, especially the deliberate clumsiness allow him to communicate his pain and grief with the reader very well, as it allows the reader to understand what frame of mind he must have been in to write such things. I find that A Spring Morning is too generalised in its references to love, as it does not talk of the love of a person, or animal or anything like that, but just gives a general overview of what love is. I also find that Clare has a far too one-sided view of love, and what people experience when they are in love. This seems far too unrealistic, as nobody has the kind of love that he describes a love that is totally perfect without any compromise or pain. Clare talks about a very traditional love, which could be as he wrote the poem in the early nineteenth century, while Coldness In Love was written in the early twentieth century. Also, I find that Clares poem is far too controlled, which shows that it must have been thoroughly planned and I feel could not reflect his true mood when he was writing it, which contrasts to the way I feel about Lawrences poem. Lawrences poem seems to be very passionate, even though it has some structure to it, such as all of the stanzas being of a certain length (five lines). However, Lawrences poem is punctuated very heavily, which severely disrupts the flow of someone reading it, as the punctuation is not regular, such as a poem that has mainly end-stopping (such as A Spring Morning), but has a combination of punctuation including end-stopping, enjambment and caesuras. I also feel that Coldness In Love is a far more effective poem to read and appreciate, because it has a clear story-line to it, while A Spring Morning doesnt. Clares poem talks about a generalised feeling of being loved or being in love, while Lawrences poem takes the reader on a journey. Coldness In Love talks about how Lawrence immediately felt after losing his lover, and about how he pined to have her back into his life for a period afterwards, before finally being able to move on. The last couple of lines of the poem show that Lawrence was ready to move on, as shown from the following quotation: With cold, like the shell of the moon; and strange it seems That my love can dawn in warmth again, unafraid. The very last word, unafraid helps to give a finality to the poem that even though Lawrence has experienced torment after the end of a relationship, he has dealt with his emotions, and the fact that he is ready to move on after this gives the reader some hope for the future, especially if they have also experienced traumatic relationships themselves. I think that Coldness In Love involves the reader much more deeply then A Spring Morning, as Lawrence communicates his feelings in reference to love much more clearly through his use of language, particularly the heavy, uncontrolled punctuation and harsh alliteration, combined with the specificity of the poem. Lawrences use of poetic devices convey his pain with the readers, which give him a wider appeal, as everyone experiences some degree of grief in their life with reference to the termination of a n important relationship. I think that Coldness In Love is vastly more realistic in the way it describes love in comparison to A Spring Morning, which describes an idyllic love where everything is perfect, which does not appeal to me. It also appears that Clare is somewhat detached from the subject matter he describes in his poem, which gives the poem a lack of sincerity, which is the absolute opposite to Coldness In Love. In Lawrences poem, there is no doubt that the emotions Lawrence describes are what he actually felt when his relationship was terminated, as he describes his feelings in much more detail. The details he gives, and the similes and metaphors that he uses to describe the way he feels give depth to his poem, which make it feel much more sincere. I think that Coldness In Love is a vastly more effective poem than A Spring Morning, as Lawrence communicates more with the reader, due to his detailed descriptions, and clever use of language. His poem seems far more realistic than Clares poem, as it allows the reader to feel real emotions towards the subject matter, while the emotions that Clare describes seem a little too gleeful to allow the reader to involve themselves fully. Coldness In Love has a greater deal of individuality as a poem over A Spring Morning, which describes love in a vague, hazy way, which contrasts with the specificity and detail of Coldness In Love.

Migration Act Human Rights Commission

Questions: (1) Can Billy be deported, considering he has been living in Australia now for more than15 years? Write a letter of advice to Billy explaining the legislation and requirementsin sections 201 and 501 that relate to his circumstances and what his options wouldbe if his sentence was to cause the Minister to consider cancelling his visa anddeporting him.(2) Discuss, with reference to the relevant legislation, on what grounds the Minister may make a personal decision to cancel Billys visa under sections 501, 501A and 501Bof the Migration Act 1958 or set aside an original decision made by the delegate orthe Tribunal. If Billys visa was cancelled by the Minister personally, are there anyavenues of review that he can pursue? Answers: 1. Hello Billy, In this letter, we are addressing the issue related to section 501 and 201 of the Migration Act 1958. These sections are related to deport of non-citizens from Australia in case of any offence committed by non-citizen in Australia. Before giving the advice on the options available to you in case minister exercise his power and cancel your visa under section 201 and 501, it is necessary that we understand the section and facts of the case. Billy you are holding the citizenship of New Zealand, and arrived in Australia on a special visa that is subclass 444 when he was of aged 21. You are living in Australia for more than 15 years, and now aged 36. While returning from the pub you hit four teenagers who were returning from the party, which result in death of three teenagers, and fourth one was badly injured. You are placed in the police custody on the basis of the charge that is dangerous driving causing death. At the same time, your neighbor Sally Fields file complaint that you are molesting her daughter Emily, who is just 13 years old. At trial, judge found that you are molesting the Emily from 2010, when she was just 7 years old. You argued that you love Emily and wants to marry her, but judge was not convinced with this argument. Judge imposed 5 year imprisonment. Matters related to Deportation of non-citizens from Australia are fall under two sections that is Section 201 and 501 of the Migration Act 1958[1]. Section 201 of Migration Act 1958 states[2], that any person who is a non-citizen in Australia, and has been convicted for any offence committed in Australia can deport from Australia if such person was living in Australia for less than 10 years. it must also be noted that it is necessary for the application of this section that At the time of commitment of the crime, the convicted person must be non-citizen, who had been residing in Australia as a permanent resident for the period of less than 10 years and for that time of durations which if added together would be less than 10 years. In this case, it is clearly stated that you are living in Australia for more than 10 years. Therefore, it is clear that section 201 does not apply on you Billy. You are not the citizen of Australia, and you holds the citizenship of New Zealand. You lives in Australia as an exempt non-citizen and holds the visa of special category. According to Clause (b) of section 201 states that any person who holds the citizenship of New-Zealand, and who had been residing in Australia as an exempt non-citizen or who holds the visa of special category for the period of less than 10 years. For the purpose of this section the offence is described under Clause (c) of section 201 which states that offence in which person was sentenced to death or imprisonment for life or for period which is not less than 1 year and in this case Billy was sentenced to imprisonment for five years. Note: Section 200 of Migration Act 1958 applied to that person who falls under section 201 of Migration Act 1958. From the above discussion it is clear that section 201 apply on person who lives in Australia for less than 10 years. There this section is not applied on you because you are living in Australia for more than 15 years. Now, we look in Section 501 of the Migration Act 1958 which states[3] that Minister or Delegates cancel or refuse the Visa of the person on the grounds of character of person. Sub clause (1) and (2) of section 501 states[4] that minister may refuse to grant the visa or cancel the visa of the person who does not satisfy the minister that he passes the character test which is specified in subsection (6) of the Section 501 of Migration Act 1958, and the minister is satisfied that the refusal of visa or cancellation of visa is in the interest of Australia. In the present case, you commits the offence which was mention in the sub clause (6) (e) of section 501 that is commitment of sexual assault with child. In this you sexually harass the Emily from 2010 when she was just 7 years old. In this section person was deport from Australia, and minister can cancel the visa if he satisfied that person fail the character test because of the following reasons: Any person who has substantial criminal record that is mention under subsection 7, or any person who was convicted of an offence that was committed when such person was in immigration detention, or during the period when person is escaped from immigration detention, or after person is escaped from immigration detention but before he was taken back into immigration detention. For the purpose of this section substantial criminal record means[5]: Any person who sentenced to death. Any person who has been sentenced to imprisonment of life. Any person who sentenced to imprisonment for year or more. In this case, you holds substantial criminal record, because you were sentenced to imprisonment for the term 5 years. Therefore, minister can cancel the visa and deport you from Australia. When any court in Australia or in foreign country convicted any person for offences related to sexual assault with child, or found any person guilty for sexual assault with child and charge was proved against the person for sexual assault with child. This section is applied even if the person was discharged. From the abovementioned discussion it is clear that any person who is involving in child assault can deport from Australia. Minister can take decision to cancel and refusal of visa of the person who was guilty under section 501(6) of the Migration Act 1958, no matter how long person live in Australia[6]. Advice: We can file appeal against the order of the DIBP in AAT, because any order made by DIBP can be reviewed only by AAT. No, other option is available to, except file appeal against the decision of DIBP to AAT. According to section 500 of the Migration Act 1958 any person whose visa is refused or cancelled by minister under section 501 of the Migration Act 1958 can make application to the Administrative Appeals Tribunal for the review of the decision[7]. It is important to note that decision made by DIBP can be reviewed by AAT; any decision made by minister personally cannot be reviewed by making application to AAT. Minister also has power to set aside any decision made by the DIBP or Administrative Appeals Tribunal, and cancel the visa of the person. 2. Before stating the grounds on the basis of which minister can make a personal decision to cancel the Billy visa under sections 501, 501A and 501B of the Migration Act 1958 or set aside an original decision made by the delegate or the Tribunal, it is necessary that we understand the meaning of section 501A and 501B. Section 501A of the Migration Act 1958 states[8]: This section applies when the delegate of the Minister or the Administrative Appeals Tribunal makes the decision which is known as original decision, of not exercising their power which is provided under section 501(1) and 501(2) to refuse or cancel the visa respectively. In case of non applicability of natural justice the minister may set aside the original decision and refuse to grant the visa or cancel the visa that has been granted to the person if minister doubts that person does not clarify character test and minister believes that such refusal or cancellation is in national interest. According to subsection (5) and (6) of this section power stated under subsection (2) and (3) of this section can only be exercised by the minister personally, and minister is not under any obligation to exercise the power defined under subsection (2) and (3) against the original decision[9]. Section 501B of the Migration Act 1958 states[10]: This section applies when the delegate of the Minister or makes the decision which is known as original decision under section 501(1) and (2), to refuse to grant the visa or cancel the granted visa of any person. Minister can refuse or cancel the visa if he suspects or found that person does not pass the character test defined under section 501(6) of the Migration Act 1958, or the person is not able to satisfy the minister that he passes the character test, or minister believes that refusal or cancellation is in the national interest. Clause (3) of section 501B of the Migration Act 1958 states that power under subsection (2) of 501B of the Migration Act 1958 can be exercised by minister personally. Clause (3) of section 501B of the Migration Act 1958 states that minister has power to set aside the original decision made under subsection (2) of 501B of the Migration Act 1958, even in case when such original decision is the subject of application under review by AAT. Subsection (4) of Section 501 of the migration act states that power mention under subsection 501(3) can be exercised by minister personally. Grounds on which minister can cancel Billys visa, these grounds are used by minister personally. These grounds are generally defined in four categories: Substantial criminal record which is specified under subsection (7) of 501 of the Migration Act 1958: Any person who sentenced to death. Any person who has been sentenced to imprisonment of life. Any person who sentenced to imprisonment for year or more. In this Billy was sentenced to imprisonment for 5years which proves that he has substantial criminal record. Any person who is associated with criminal conduct: Any person who failed in the character test and associated with any other person or group, on which minister has reasonably that such person or group is involved in any criminal conduct. Billy was failed in the character test, because he has the substantial criminal record and he was involved in the offence of dangerous driving and child sexual harassment. Any person who is not of good character on the basis of his past and present conduct or general conduct: Billy was already convicted for the offence of dangerous driving and sexual assault involving a child, after looking in the past conduct it is possible that minister can cancel the visa of Billy. Any person whose future conduct is risky[11]: Any person who is involved under criminal conduct. Harass, molest, intimidate or stalk any other person Any person who represent the danger to society and community of Australia. In this minister can assume that Billy is dangerous for society after looking the crime history of Billy. If DIBP or minister found that person fails the character test or engaged in any type of ground stated above, then visa of such person is automatically cancelled. Review of decision is depending on whether the decision is made by the DIBP or Minister. Any decision made by DIBP can be review by making application to the AAT, but decision made by the minister personally cannot be reviewed by AAT or any other authority. When decision is made by DIBP, AAT has power to review the decision on the grounds whether decision is correct or preferable or not. AAT has power to affirm or revoke the original decision. In cases when AAT make decision not to cancel the persons visa and then minister has power to cancel the persons visa by set aside the decision made by the AAT. Minister also has power to set aside the original decision of DIBP and cancel the visa of the person. Minister also has power to substitute the original decision with his own decision. Minister can do this even the person made the application to review the decision made by DIBP to AAT. So it is clear from the above that any decision made by the minister cannot be review by AAT, but any decision made by the DIBP can be reviewed by making application to AAT[12]. Yes, Billy can file appeal against the decision made by minister under judicial review. It must be noted, any decision made by DIBP or minister under section 501 of the Migration Act 1958 to refuse or cancel the visa of the person can be reviewed under judicial review either by Federal Court or the High Court of Australia[13]. Bibliography Legislation Migration Act 1958 Migration Act1958, s 201 Migration Act 1958 s501 Migration Act 1958 s501A. Migration Act 1958 s501B. Websites Parliament of Australia. Chapter 9 - Removal and deportation. Accessed on 16th October 2016. https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Legal_and_Constitutional_Affairs/Completed%20inquiries/2004-07/migration/report/c09. Australian Human Rights Commission. Background paper: Human rights issues raised by visa refusal or cancellation under section 501 of the Migration Act. Accessed on 16th October 2016. https://www.humanrights.gov.au/publications/background-paper-human-rights-issues-raised-visa-refusal-or-cancellation-under-sectio-1. Australian Government: DIBP. Fact Sheet - The Character Requirement. Accessed on 16th October 2016. https://www.border.gov.au/about/corporate/information/fact-sheets/79character. Migration Act 1958 s 500 Federal Register of Legiislation. Migration Act 1958. Accessed on 16th October 2016. https://www.legislation.gov.au/Details/C2015C00344. Human Rights Commission. 2009. Background Paper: Immigration detention and visa cancellation under section 501 of the Migration Act. Accessed on 16th October 2016. https://www.refworld.org/pdfid/4a2e35462.pdf. Australian Human Rights Commission. Background paper: Human rights issues raised by visa refusal or cancellation under section 501 of the Migration Act. Accessed on 16th October 2016. https://www.humanrights.gov.au/publications/background-paper-human-rights-issues-raised-visa-refusal-or-cancellation-under-sectio-4. Australian Human Rights Commission. Background paper: Immigration detention and visa cancellation under section 501 of the Migration Act. Accessed on 16th October 2016. https://www.refworld.org/pdfid/4ec3a6052.pdf.

HIV and AIDS prevention among the youth in Asia

Theory in education Essays

Theory in education Essays Theory in education Essay Theory in education Essay Running head: COMPREHENSIVE EXAMINATION CAST PROGRAM Abstract Guided by four principles Respect and Value all Individuals, Educate by Integrating Theory and Practice, Advocate for Access to a Socially Just Education, Lead in Order to Facilitate Transformation, the Loyola Marymount University (LMU) (2009) Education department has developed a structured curriculum by which teachers learn and are able to make an impact in our world today. The theories and foundational principles of education, as well as how those principles were shared provided me with an incredible perspective on learning and education. This paper discusses the elements of learning and describes ways to apply those elements to instruction to create truly active learning. Keywords: theories, education, language acquisition It is the Journey, not the destination, a quote attributed mostly to Ralph Waldo Emerson, succinctly expresses the road to achieving my Masters of Education at Loyola Marymount University (LMU). Fondly, I review each forward step built upon the next and the unexpected challenges faced on a Journey of self-discovery of my chosen profession. The Journey is central to the travels and the circumstances faced, ach making me stronger and better equipped to face the challenges in my future. Holly, Archar and Kasten (2004) utilize Dorothy from The Wizard of Oz (1900) and her Journey down the yellow brick road to illustrate the process and Journey of action research, which can also broadly describe the educational road. They described the human understanding and community and also succinctly states, what I feel to be the foundation of the Loyola Marymount education, We need reach students where they are, demands that one find a different way of thinking about education, scholarship and students. The CAST program represents that very thing to me, it is a program designed to meet the Catholic school educator where he/ she is and further develops the educator in theory and practice. As the CAST Cohort attended classes and absorbed the knowledge of the LMIJ professors, we too, found a different way of thinking. Holly, Archar and Kasten (2004) state, Fixing what is wrong in the past will never bring us our imagined future The educational scholars life is one of commitment to realizing ones aspirations, and thus to continual inquiry and growth -bringing light to darkness and learning from darkness to light (p. ). Education illuminates the dark areas and shines the light on the sparkling places, which gives insight into what we are doing right. Catch them doing it right! is one of my personal philosophies to education, and should also be part of my own introspective Journey. My Journey at LMIJ began in the early 2000s, with the inception of the Masters Program of Catholic Inclusion. I earned a Certificate of Inclusion, but sadly, left the teaching profession before I achieved my masters degree. Earning a masters has been a goal of mine, so when I returned to teaching again, I made it a priority to do so. My renewed Journey began again with the CAST Program and Professor McGarry. Professor McGarry introduced Dr. Stephen Krashens Monitor Model (Krashen, Theories of Second Language Acquisition Binder, p. 9) with five hypotheses for second language acquisition, which profoundly influenced my classroom (that semester) and for years to come. Krashen theorized, we learn a second language in much the same way we learn our first language (Wright, p. 38). He developed five hypotheses, The acquisition, The natural order, The monitor hypotheses, The input (comprehension) hypotheses, The affective filter (p. 8-39) to support second language acquisition, based on No am Chomskys first language acquisition theory. Further, Krashens fourth and fifth hypotheses states, student learning takes place when there is Comprehensible Input and Affective Filter (Wright p. 38). Simply put, students need understandable information in a low stress environment to learn effectively. This theory extends beyond the ELL student and crosses the classification boundaries for all learners, directly into my own classroom. Through classroom demonstration, Professor McGarry related the theory and the effects of learning a second language felt first hand. He demonstrated comprehensible input lessons including, imitation writing, the natural approach lesson with the story of El Gato and El Raton, SDAIE strategies, a TPR lesson in the Bahasa language, Just to name a few. Professor McGarry stands out in the cadre of professors as one who continually demonstrated best practice lessons for each class. One such best practice demonstration in class focused on the Total Physical Response (TPR) while also utilizing the Natural Approach. In this lesson, Professor McGarry demonstrated TPR when he taught the class eight words in Bahasa, the language of Indonesia. Understanding the words became a simple task through the TPR and Natural Approach strategies. While learning any new skill I feel an excitement and thrill in the acquisition of knowledge. The TPR method, employed by Professor McGarry, struck me significantly, of ELL students. Conversely, my stress at absorbing the foreign language in a short amount of time, revealed an insight into my students minds when their eyes glaze over with a blank expression as I speak in math language. The anxiety I felt at the bombardment of foreign vocabulary on my brain, quickly dissipated once l, along with my classmates, pantomimed the words as a group. In the group setting, I felt less fear of failure and less pressure about making a mistake. As I experienced these lessons, the Monitor Model became a reality for me and therefore will continue to impact my teaching. Understanding first hand, the stress that English language learners face, a stress that all students may feel in the classroom at some time, I have a new understanding of the block to learning that stress can present. According to MasloWs Hierarchy of Needs, a person must first have basic needs met, then safety, belonging, esteem and ultimately, self actualization in that order. Stress creates insecurity in the classroom, and for that moment places a student on the bottom tier of the pyramid, where he/ she, has not yet achieved security. TPR greatly reduced the stress I felt in the classroom, like learning to crawl before Jalan (walking). Utilizing TPR in the classroom will allow my students to retain a greater amount of information and feel less stress (and hopefully have some fun) while learning. As the Journey continued and my students affective filter lowered, Dr. Colin presented Critical Pedagogy, a theory based on the work, philosophy, the teachings and writings of Brazilian educator Paulo Freire. Freires interest in education as a vehicle to confront oppression helped bring about a following of people who promote the philosophy of critical pedagogy. Critical pedagogy, simply defined is a method of teaching (pedagogy) that strives to help students observe and learn using critical thinking approach especially as it concerns oppression of a people (Colin, 2012) . This theory of education and curriculum building adds meaningful input into the classroom instantaneously. Children, by design, are curious beings. When Friere spoke of being curious, later in life, of what death might be like, it struck a cord with me. I think that we, as teachers, have a responsibility to nurture the curiosity and allow and encourage our students to explore (Smith, 2002). As my educational Journey continued, the Sociocultural Theory, based on the work of Russian social psychologist, Lev Wgotsky, put all the pieces in perspective. He brought the role of culture, language and interpersonal interactions into psychology. He studied children at play and in the classroom. Major tenets of the theory include: Children construct their learning and build on their prior knowledge. Human development cannot be separate from the people we encounter and those who give s examples of how to be in the world, our social environment. Our lived experiences make a difference in our learning. Language plays a central role in mental development. Meaningful dialogue matters. Learning is social Language is central to cognition This takes place in the classroom through various SADAIE lessons and having an understanding of need to teach t he student how to learn. Zone of Proximal Development (ZoPed) o Help from a more competent other. knowledge Constructivism (constructs meaningful lessons and purposeful activities) o Active Learning (Ugotsky, 1978) Based on this theory, the larger picture is our business as teachers to create conditions for learning. Because, as Dr. Colin said, Teachers cannot transfer their brains into student (Colin, 2012) Teachers must scaffold the material meeting the student where they are and creating a path to discovery. Meeting a student where they are takes an understanding the students sociocultural context. First a teacher must know where the student is, in order to meet them there. I try to get to as many student functions as possible. This year, I have seen my students play football, olleyball, basketball, perform in the talent show and many other functions. I sit with parents and make small talk, Just to get to know the students frame of reference (Colin, 2012). Along similar lines of the Sociocultural Theory of Lev Wgotsky, ones definition of the purpose of education will be based on his/her sociocultural upbringing and the context of her own life. For this reason, the purpose of education is the shared viewpoint of all the stakeholders of a school. When the vision and purpose ofa school is shared and articulated and supported, the success of the school, teachers, tudents and community at large become a shared mission. Historically, education has been a tool to create an educated workforce, loyal patriots, or in the creation of Catholic schools, survival of the species (or more accurately the religion). Provenzo quotes Lawrence Cremin with the definition of education as, the deliberate, systematic, and sustained effort to transmit, evoke or acquire knowledge, attitudes, values, skills or sensibilities, as well as any outcomes of that effort (Cremin 1976, 158) (p 30). The classroom teacher must be so much more than simply one who imparts knowledge to be digested and regurgitated. The role of the classroom teacher today has evolved to become part teacher, part therapist, peacemaker and mediator, technology coordinator, online communicator, curriculum planner, and ultimately a participant in the learning process of the student. When viewed in that manner, the role we fill as educators looms daunting when compared to the content students must know in order to make Adequate Yearly Progress and be at or proficient by grade level standards (Provenzo, 2010). The most pressing challenge to education today in the public school setting is, as my mother would say, to many cooks in the kitchen. Those who make the decisions that effect funding for public schools are not the same people who are doing the research in the field, nor are they on the ground or in the field to see the effects first hand. The growth numbers in the Accountability Progress Report set up by NCLB and those who decide these numbers, are simply a way to cheer for our failing schools. Schools celebrate the achievement when they obtain a growth number of 9, when its target number was 5. But, when the hard numbers are crunched, almost half of the students in the school may fall below the level of proficiency (California Department of Education). The reports and acronyms seem purposefully confusing so the real data of how many students fail is obscured. At the end of the day, schools important to speak to parents and community members in a language that they can understand. That students are the most important clients we have and it is their success or failure we are ultimately measured. The social agenda of lawmakers is a disadvantage to English Language Learners. Wright references, Bilingual education has been referred to as a 30 year experiment . (p. 53). Diverse languages have existed throughout the evolution of America as a ountry, yet the federal structure for the education of language learners has only subsisted for the past 30 years. Social complications have also existed throughout this evolution of our country with color (ethnic background) and language the most prominent of the impediments to unification and education. Sadly, language restrictions (education) were imposed most often for social control and not to help immigrants learn English (Wright, p. 55). Examples of such atrocities, cited by Wright, include, the establishment of English-only speaking Indian boarding schools, English roficiency as a requirement for naturalization and citizenship, and restrictions on the German language and Japanese language after World War I and II. When the social climate of the time influences language laws, the entire country losses a valuable resource. This resource, if cultivated, adds to the richness of our country as a whole, and exterminating the language by demanding English only detracts from an individuals human rights. The Funds of Knowledge Theory emerged in the early 1990s in education and derived from the sociocultural theory and constructivism based on the theories and teachings of Lev Wgotsky. Original Scholars from University of Arizona developed an approach to curriculum reform that was termed Funds of Knowledge. Funds of Knowledge states that it is important for teachers to know their students, their backgrounds, communities and the things they bring to the classrooms. This theory is the opposite of the banking model, children are not empty vessels to be filled, but already come with a wealth of knowledge to bring to the class (Gonz? ¤lez Amanti, 1992). There are many ways to implement Funds of Knowledge: coach at the school, home visits (time involved, consent), be part of community events, invite parents to he classroom, history of school, sit or play with them at lunch, create social environment, class socials, listening and dialogue, Go to church at the parish church (for Catholic educators) (Colin, 2012). Similar to the Sociocultural Theory, a teacher must know where the student is, in order to meet him/her there. So similar to the statement above, having this knowledge gives teachers the power to have a connection with their students, which allows the teacher to have a greater impact in teaching a student how to learn, instead of Just teaching content (Colin, 2012). Being part of a community comes more naturally in the Catholic School setting. Most Catholic schools are built around a parish and the community part comes naturally. This may be the reason for the incredibly high graduation rates and college acceptance and matriculation. Often, I reflect on the incredible luck, or the hand of God, as my mother would say, at guiding my life towards the positive enriching environment of Catholic school. Creating a community, or more accurately, a family in my classroom begins before the students ever set foot in the fifth grade. and call them by name. Over the summer, students create a Powerpoint resentation that includes a very simple recap of their summer. Students get up and present their summer activities to the class and through this I get a Jump on connecting with my students by learning about things that are important to them. Also, on Back to School Night, I combine all the slides and rotate them in a loop on the Active Board in the classroom. Parents come in and stand in awe of all the great pictures! Thus, another connection is made. Father Greg Boyle says, We create a kinship (Boyle, 2011). Creating kinship in the classroom brings about a connection and an understanding, instead of the division hat comes from thinking only of oneself. Although, as Catholic educators we teach respect and to love as Jesus loved, often many in our community remain ignored. In this way, it can be identified as null or hidden curriculum. This subject presents a sensitive topic in the Catholic school setting. Currently, teaching human development or sex ed is sensitive for all involved. Parents must sign a permission form to allow their children to participate in the class. When I teach this portion of the religion curriculum, I always take the time to discuss this part of sexuality and the tolerance of all human beings. Christianity is a unifying factor in my classroom, although it can also be classified as part of the diversity as well. Not all the students in my class are Catholic, and many belong to different Orthodox sects and/or various Christian churches. There are many ethnicities present in my classroom, although at first glance, the casual observer might mistake the racial make up of my class as predominantly African American. Students in my class have rich cultural backgrounds from Mexico, Ethiopia, Nigeria, Japan and different parts of America. I have coached multiple sports (but mostly volleyball and basketball) for many years. Recently, I began to coach for a private all girls middle school and high school in Brentwood. Over the past three years at this school, players I coached introduced me to their parents, sometimes their two dads or two moms, which also represents diversity beyond ethnic culture. Father Gregory Boyles call to kinship has made the focus of my classroom more about how we are alike and remain in each others Jurisdictions, rather than focusing on how we are different. In that same reference, kinship also arises from the understanding and acceptance of our differences. In this way, Freires definition f tolerance equals Boyles definition of kinship in my classroom, or at least as I aspire my classroom to be (Boyle, 2011). Technology can also represent an economic divide, which creates division once defined by train tracks in a town (Washington, 2011). Creating kinship, while meeting a student where she is, mandates we, as educators must find the common ground in which to begin. Print media is still around, but already obsolete. Newspapers, encyclopedias, magazines and books can all be accessed online. The super computer that occupied an entire floor of building is now held in the palm of a students hand, he cell phone. Technology in education is not the future. It is the now. If teachers are to meet students where they are, one will find them in front of a computer, a gaming system, texting on the phone or watching T. V. Meet the student there. The technology is no different. Earnest Hemingway is quoted as saying, It is good to have an end to Journey toward; but it is the Journey that matters, in the end. My Journey continues and the LMIJ CAST Program has been a significant part of that Journey. The theorists, professors, colleagues/classmates and textbooks have accompanied me on my journey. Although I leave the university, all the knowledge, compassion and kinship come with me. References Boyle, F. G. (2011). Tattoos on the heart: The power of boundless compassion. New York: Free Press. Colin, Dr. E. (2012, March 3, March 24, April ). Interview by C. ] Lennon. Class lecture. Chomsky, N. (2011). The noam chomsky website. Retrieved from chomsky. info/ Gonzalez, N. , Moll, L. , Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum. Holly, M. L. , Arhar, J. , Kasten, W. C. (2004). Action research for teachers: Traveling the yellow brick road. New Jersey: Pearson Prentice Hall. Krashen, S. (n. d. ). Monitor model. In M. Paul (Ed. ),Theories and Policies 2nd Language Acquisition Binder Oxnard: Unknown. McGarry, P. (2012, April 28). Interview by C. J. Lennon. Class lecture notes. Provenzo, E. F. J. (2010). The social frontier: A critical reader (history of schools schooling) . (Vol. 55). New York: Peter Lang Publishing Inc. Smith, M. K. (1997, 2002) Paulo Freire and informal education, the encyclopedia of informal education. [http://infed. org/mobi/paulo- freire-dialogue-praxis-and- education. Retrieved: March 30, 2012] Wgotsky, L. S. (1978). Interaction between learning and development. Mind in Society, Harvard University Press, 79-91. Retrieved from L. S. , V. (1978). Interaction between learning and development. Mind in Society, Harvard University Press, 79-91. Retrieved from http:// www. psy. cmu. edu/†siegler/vygotsky78. pdf Washington, J. (2011, January 1). For minorities, new digital divide seen. USA Today. Retrieved from http:// usatoday30. usatoday. com/tech/news/2011-01-10-minorities- online_n. htm Wright, W. (2010). Foundations for teaching english language learners: Research, theory, policy, and practice. Philadelphia: Caslon.

Proposition paper Essay Example | Topics and Well Written Essays - 500 words

Proposition paper - Essay Example nequality was not in decline; in fact, class inequality had made everyone become part and parcel of the struggle against the British crown (Young, 1999). To begin with, poverty had led to constant confrontations with the British as exemplified in the Boston massacre where British soldiers killed five men in a near riot situation. This riot inspired people like George Hewes to get involved in insurgent activities over the next three years including the Boston ‘Tea Party’. The enhancement of class inequality was also demonstrated in the life of George Hewes when he made shoes for poor people and had to compete with factories in Lynn that produced over 80,000 shoes a year (Young, 1999). In addition, he had to incur debts when he bought his attire for his wedding and would soon be in debt for ten years. This was compounded by the fact that his family had to stay with relatives because of extreme poverty. In such circumstances, it is plausible to argue that there was no decline of the class inequality in the revolutionary era (Young, 1999). The persistence of class inequality in America is demonstrated in its entirety by two significant factors that Alfred Young notes in his writings of George Hewes’ life. These are the revolutionary/ insurgency spirit, and the daily life of a common man (Young, 1999). To begin with, the development of an atmosphere of tension was not necessarily occasioned by hatred towards the British crown but towards the conditions of living which made people become ever more conscious about the inequalities they experienced. They had to compete with large factories in making common goods and had to endure low wages as demonstrated by the life of George Hewes living with relatives, being in debts because of clothes, and making shoes for a living. Additionally, the frustrations that were exerted on installations of the government and the capitalists such as the harassment of British soldiers in Kings Street in March 1770 and the destruction