Extreme Sports Essay Example for Free

Extreme Sports Essay It is quite common these days for sport players in many countries to get injured during they are playing sports. People reckon this phenomenon is especially true when people play some relatively more violent and extreme sports. Although those sports court the excitement and challenge the utmost of human being which certainly cannot be brought by other common sport, but, still some conservative people advocate to ban this kind of sport. Those people who assert to ban dangerous sport in publics, the first thing they have to do is to define what sorts of sports are dangerous. Clearly, people divide the sport according to their tendency to lead people injury. But dilemma has occurred here. We all know that there is no definite safe or dangerous sports. Even the safest sports , you can name it, be it running or swimming, they all can induce danger or even pose a threat to peoples life. Sport player may involve in incidents or they can be drowned, this is not limited to those who are unable to swimming, but also evident among those who are good at swimming, they may die because of exhaustion or careless or even be attacked by shark when they swimming in sea. So, the so called safe sports do take peoples lives. Opposing, if in a extreme sport such as skiing, if the player have been correctly educated and trained, with proper protective equipment and play with cautions, then the danger will minimize to the least, even safer than the so called safe sports. To sum up, there is not really dangerous sports if we have put necessary protective equipment, or the proper training and the education has been set in. meanwhile, even the non-dangerous sport also brings bad results if we are careless. So, probably, no sport is really dangerous, the real danger is careless and unsecure equipment. Thus, governments’ role here is not to ban the dangerous sport, but to provide the proper guide to let the player enjoy the sport and in the mean time knows how to play safely.

Work Experience Essay -- Papers

Work Experience Work experience. The first time those words were mentioned I felt a cold shiver slowly descend down my back. Images of spending a week with unknown people in dead-end jobs flooded into my head. It was obviously going to be far too much effort for what it was worth. Yet, another side of me said do I want to be watching paint dry, or even watching grass grow.’ This is not where I want to be. I want to be out, I want to be experiencing, living, running, jumping, eating, playing, screaming, laughing, anything. I had to apply to a company for a two week placement, and this had to be done through proper procedures, so I had to make sure my curriculum vitae was up to date and well presented. I first began to think what type of work experience would I most enjoy and benefit from. I thought I would like to work in a computer related placement since I am doing IT as a GCSE and I have a keen interest in it. I went along to the careers office and talked to the careers teacher but he didn’t quite have what I wanted so I went home and done some research on the internet and found a contact number and e-mail, I phoned the number and asked about any work experience opportunities and they said the best thing was to e-mail my queries to a certain e-mail address. I e-mailed this person and they replied wanting to know what was the exact specification of this work experience. After several e-mails, they told me to send my CV along with a letter of application and so I did. A few weeks later I received a e-mail saying they do not do work experience for GCSE students, but added by saying they were planning to launch such opportunities... ...ing and informative week, I enjoyed every part of it as most of the tasks I comprehended them as challenging. I was made to feel extremely welcome by all of the members of the staff. I found the week very informative because I found out that it is definitely the sort of business I would like to do when I leave school/university. By taking up this work, it had made me feel differently about my career plan as how crucial it really is before this work experience. When I look back at my work experience in about five years time I would like to think of it as â€Å"It was worth every penny†. Also how a great deal it was influential in playing a crucial part in my life when I reflect back! I walked to the train station feeling satisfied with myself. I arrived home feeling rather cheerful and surprisingly looking forward to school.

How the World Began Essay

A long long time ago, when there was yet no world, there were three gods who lived in a small circular space of great brightness called a banting, and encircled by a rainbow. The space was just large enough for the two gods, Magbabaya and Dadanyahan, to sit across each other. The third god, the winged Makabughaw, sat precariously between the two and had to flap his wings continuously to maintain his balance. Makabughaw’s flapping of his wings created the first wind. Taking pity on Makabughaw, the one-headed Magbabaya (meaning Your will be done) decided to build an extension so the poor Makabughaw could rest. To this, he had to scoop soil from under the ten-headed Dadanyahan. He asked Makabughaw to do his for him. After studying the situation, Makabughaw swooped into Dadanyahan mouths and divided right through him so he could get soil from that point. He gave the soil to Magbabaya who created earth from it.However, the earth was dry. How could it be turned lush and green? As Magbabaya puzzled over the problem, he happened to glance at Dadanyahan’s ten drooling mouths. Suddenly, he realized where he could get enough water to sprinkle over the earth. Dadanyahan agreed to the plan. Magbabaya blessed Dadanyahan’s saliva and the rain poured. Water washed over the earth. It shaped the mountains, hills, valleys, and plains; it made the streams, rivers and huge seas and oceans. Soon, vegetation began to sprout and grow. But this huge garden needed someone to take care of it. The two gods scooped some earth, and with t he help from Dadanyahan’s saliva , turned it into sticky clay to form a figure. They collected wood for its bones, rattan for its blood vessels and water for its blood. They molded seven figures on Magbabaya’s image. After the seventh figure was molded, Magbabaya had to leave to take care of a few things. But before leaving, he told Dadanyahan no to tamper with the figures. Left alone with the figures, Dadanyahan could not help touching them up the way he thought they should look. Magababaya returned to find Dadanyahan using his creative talents on the figures. This triggered fight between them, which Makabughaw tried to arbitrate in vain. The two gods dueled with each other until their metal weapons sank to the ground. The human race later forged these minerals into its own weapons and modes of transport. Finally, the warring gods reached an  agreement. Because Dadanyahan had made the final form of the figures, he kept the six figures while Magbabaya had only one since it was he who thought up the idea. Dadanyahan’s six figures became the various engkanto of guardians of the soil, water, and marine life, the plants, forests and creatures of the forest. Magbabaya’s lone figure became the first human being. The bits of clay cut from the figures as they were being molded became lower forms of animals. Thus, did the world begin. .

Social worker and agency assignment children of inmates - Free Essay Example

Sample details Pages: 6 Words: 1724 Downloads: 5 Date added: 2019/03/18 Category Society Essay Level High school Tags: Social Work Essay Did you like this example? Agency setting and services The agency in focus is Children of Inmates located in Miami Dade County, Florida. In Florida alone there are over 300, 000 who have an incarcerated parent. The agency attempts to help such children by helping them re- establish connection and re- bond with their parents. Don’t waste time! Our writers will create an original "Social worker and agency assignment children of inmates" essay for you Create order The office of the organization is located in Miami Gardens; however most of the activities performed by Children of Inmates are conducted outside of the office building. The agency does three main types of work to help children with incarcerated parents: bonding visits, public advocacy and providing assistance to children (Children of Inmates, 2018). The agency first of all tries to ensure that children whose parent(s) got incarcerated can stay in contact with them even if they cant see each other often. Children of Inmates allow their representatives to meet children in different informal setting and establish whether both parties (children and parents) are indeed willing to meet. If so, meetings are arranged so that children can stay in touch or re- bond with their incarcerated parents. The agency also closely monitors development and social needs of children, and in case a problem is identified offers referrals to social services which can best address children`s needs. This is important because many families with incarcerated members are socially underprivileged and may be afraid to seek help. Children of Inmates guides these families through such process and helps with a number of issues including paperwork (Children of Inmates, 2018). Assessment strategies, measures, approaches and results The assessment strategy, as the intervention itself, were based on the premises of the PRAISES model. The framework consists of five subsequent stages that have to be followed: (1) the pre- intervention; (2) assessment; (3) intervention; (4) systematic evaluation; and (5) stabilization of the steps (Bloom Phillips, 2018). Such model was applied to help a girl, who after her father has been incarcerated, had emotionally distanced herself from her family and did not attend school multiple times. The girl`s grandmother has also reported her constantly being in bad mood and experiencing anxiety. Importantly, the entire extended family is concerned about the issue. The first step to help the client, a girl of 9 years of age, was to enroll her into the Children of Inmates program. A referral has to be completed by the inmate (father) or by the client who wants to be in the program. After the office staff members will receive confirmation, the home visit followed to complete the necessary paperwork. The key measure taken within the context of the intervention was to access how incarceration of the child`s parent (father) has impacted his well- being. In order to do that a number of assessment tools are suggested. One of such assessment measures is the Depression and Anxiety Scale- 21 (DAS- 21), which allows to quantify levels of stress, depression and anxiety among the target population (Rojas-Flores et al., 2017). Zeman et al. (2016) report that children of incarcerated parents are negatively impacted by imprisonment and can develop symptoms of anxiety and depression. Application of the DAS â€Å" 21 questionnaire has demonstrated that the girl scored normal on depression scale (2), however experienced mild anxiety (4), and felt extremely stressed (17 out of 21). These results demonstrate that the client indeed experiences symptoms of stress and anxiety most likely caused by incarceration of her father. Engagement strategies During the first encounters with the client major issues were experienced. The girl was unwilling to talk about her father, or discuss any other matters. When asked about where her father is, she replied that he is at work. The social work intern has therefore decided to apply the game strategy to engage with the child. According to the client`s grandmother, the child enjoyed pottery class and therefore a session of games involving clay was chosen to establish the contact. Adopting such technique indeed helped to establish a connection with the client and initiate a dialogue. At the end of the session, the client indeed acknowledged that her father was in prison and that she felt bad about it. Factors promoting and inhibiting change According to Zeman et al. (2016) it is important to consider various factors that can inhibit or promote the desired change. In this case, the ultimate goal is to decrease symptoms of stress and anxiety within the client and help her develop bond with her father, despite him being incarcerated. One of the key challenges is that the client`s family possesses a vehicle, however the incarcerated father is the only one who drives. This makes it difficult for the child to regularly visit her father. Another problem is that the child`s mother is rarely at home as she is busy working. Detached parent can create a significant barrier when attempting to develop a strong bond and help a child (Bloom Phillips, 2018; Rojas-Flores et al., 2016). Therefore, it is important to ensure that other guardians of the child have sufficient knowledge and understanding concerning how they can help the child deal with the change associated with parental incarceration. One key positive aspect is an extended family (grandparents) who became aware of the problem and involved the agency to attempt to solve it. According to Rojas-Flores et al. (2017), help from the extended family can often create environment for child where they feel safe and do not feel isolated. Justification of the baseline measures The specific baseline measures are highly important within this intervention. Some of the key measures will be related to the child being able to reconnect and regularly communicate with her father. The reconnection is important for both of them, however more so for the girl, as it will help her cope with the increased stress and anxiety. Another important measure will concern the actual levels of the anxiety and stress which can be measured using the tool discussed before the Depression and Anxiety Scale- 21. Additional measures may be applied if needed depending on the obtained intermediate results of the assessment. Treatment goals The measures discussed above will be used to establish whether the actual goals of the interventions were achieved by the agency or not. The following goals have been developed to guide the planned intervention: (1) to ensure that the client regularly visits her father (at least once per week) during the course of the intervention; (2) to ensure that the client`s levels of anxiety and stress are reduced to the normal level by the end of the intervention. It is essential that the established goal meet the SMART criteria, and therefore it will be possible to evaluate the effectiveness of the planned intervention. Description of the interventions The analysis of scholarly evidence- based literature suggests that a number of interventions may be appropriate within this specific case. First of all, the first type of intervention should be focused on facilitation of family unit enhancement. This will allow to help the client deal with the increasing uncertainty related to the parent incarceration. The specific step will be to ensure weekly meeting sessions when the client can see her father and bond with him. Such element of bonding can help strengthen family relations and self- esteem of the child. In addition to that the bond can help promote ethical behaviors in a child. Ensuring regular visitations can help avoid incarcerated parents not participating in upbringing of their children. The latter has been documented as a common problem (Rojas-Flores et al., 2017). The intervention, however, has to be desired by both parties to make it effective and promote actual bonding. Another intervention will concerning having short counselling sessions with the client. Such sessions will help encourage the client focus on the positive sides of the situation (e.g., the fact that she can see her father), as well as address some issues/ concerns the child may find confusing or difficult to address without professional help (Bloom Phillips, 2018). Such focus on positive sides can help promote positive behavior and help the child succeed in school. Another important intervention should involve providing counseling services to the guardians of a child. The guardians may experience uncertainty and difficulties associated with their new role. The guardians may also require some training and help in helping the child stay focused on positivity. According to Rojas-Flores et al. (2017) in such dysfunctional families children often feel isolated, and therefore more likely to engage in dangerous or even self- harming behaviors. Counselling sessions, on the other hand, can help guardians gain skills and understanding necessary to guide children and create a positive environment, which is both inclusive and supportive. Intervention assessment In order to assess the effectiveness of the intervention, the child performance will be evaluated six months prior to the beginning and six months after. The questionnaire will be used to assess stress and anxiety measures as well as ensure consistency of the obtained information. The tests will be developed on the specific measures obtained and it will be ensured that they are not intrusive for the child and the family. Finally, the trend- based approach will be used as the researcher will attempt to analyze and identify any trends/ patters emerging from the data during the course of the intervention. Termination process The termination process will be a logic finalizing step within the context of the PRAISES model. First of all, it will be communicated to all of the stakeholders that the intervention will last a certain period (6 -7 months) and then will end with the final evaluation. It is important that such timeframe is communicated not only to the child, but also the incarcerated parent and the guardians of the child. In order to ensure sustainability of the intervention, more responsibility will be placed on the guardians during the course of the intervention. This will help ensure that the child can indeed continue implementing change once the intervention ends. References Bloom, B., Phillips, S. (2017). In whose best interest? The impact of changing public policy on relatives caring for children with incarcerated parents. In Children with Parents in Prison (pp. 63-74). Routledge. Children of Inmates (2018). About us: programs. Available at: https://www.childrenofinmates.org/ServicesforChildren.aspx Rojas-Flores, L., Clements, M. L., Hwang Koo, J., London, J. (2017). Trauma and psychological distress in Latino citizen children following parental detention and deportation. Psychological Trauma: Theory, Research, Practice, and Policy, 9(3), 352. Zeman, J., Dallaire, D., Borowski, S. (2016). Socialization in the context of risk and psychopathology: Maternal emotion socialization in children of incarcerated mothers. Social Development, 25(1), 66-81.

How Do We Manage Groups And Teams - 1335 Words

There are various ways to manage groups and teams in our society, workplace, families or whether it is everywhere in the world. One way to manage a group is to have a vision of what you are working with. Teamwork is one of the most important a competent an individual could be committed to. When working in groups you have to be dependable to do the job and committed to do your best. There is a saying that says, â€Å"There is no I’s in team†, it all about working together. Being independent a person is responsible for his/or her own work area and that is alright, but not a good thing to accomplish in a work ethic surrounding. There is an interdependent work group which everyone relies on each member to get his or her job done. It is good†¦show more content†¦(Using six leadership styles for effective team performance, 2016). As a leader over cheerleader squad, you may have young ladies from Mexico or any other foreign country. One of the hardest things i s learning the languages from each other’s country. So the young ladies learn the cheer and work together as a group, not just a few girls learning. Working together this is teams think style. Then the squad goes to the football game and cheers in front of all the people this is a group think style. Some companies have different kinds of leadership styles in their workplace. A Laissez-Faire leader is a person who has high experience and has to train employee under his supervision, this leader fails to provide information or ideas to the ones under his supervision which leads to poor production in the company. Autocratic leadership style is one make decisions on their own and do not wants inputs from others. This style of leadership requires close working relationship with their employees. Transactional leadership style rewardsShow MoreRelatedHow to Become a Great Leader1510 Words   |  7 Pagesand Lineback explained their views / ideas on how they believe a manager can become a great boss using the 3 main imperatives on becoming a great boss; manage yourself, manage your network and manage your team. The research highlighted below suggests most companies have managers which would fall into different levels of competencies. I would contend with this article and agree with the points outlined. Capabilities of an organisation’s management team Great Capable Mediocre Poor Awful Read MoreSummarize Different Tools and Techniques Project Managers Can Use to Help Them Manage Project Teams. What Can They Do to Manage Virtual Team Members?936 Words   |  4 PagesSystems Project Management Week 4 Summarize different tools and techniques project managers can use to help them manage project teams. What can they do to manage virtual team members? Answer: For a while companies and individuals have stated that people are our biggest assets of an organization (Schwalbe, 2013). And therefore by extension so are the teams on our projects. However effective team and resource management is probably the most challenging task for most project managers. Many project managersRead MoreChoosing Your Battles1341 Words   |  6 Pagesconditions, we can see the conflict among people, groups, organizations, and nations. World War I and II are best examples. Many organizations see the conflict as wasting of time and money, and should be avoid it. On the other hand, other organizations translate the conflict as important factor to great constrictive and high performance teams, by transforming the differences to functional conflict. There are many ways to manage the conflict between team members, according to Kinne (2000), we can ensureRead MoreAdvantages And Disadvantages Of Group Diversity1453 Words   |  6 Pagessuch, and all you have to do is walk down the street to see the meaning of this concept right in front of you. The main reason for this has been because of immigration over many years. The environment in American society, whether it is in the workforce, schools, churches, or anywhere you go, can be said to be unique and made up of the characteristics of a given group that are unlike any other. Our country is highly complex, and the diversity amongst all the different groups of people can create aRead MoreOrganization Is An Entity That Has Internal Environment757 Words   |  4 Pagesincrease the number of patients we need to handle o Reduce the cost: DRG, Bundled payments†¦ o Increase quality: o Eliminate healthcare disparities These changes in indirect environment led healthcare organization to change their internal environments to adapt to these major changes. When we look at organizational change impact we look at three levels individuals groups and teams and the organization as a whole In part one of this series, we discussed how individuals respond to changeRead MoreOrganizational Effectiveness1507 Words   |  7 Pagestask, team and individual. It delivered the idea that the content leaders or managers should have ability to obligate all three main aspects of the Action-Centered Leadership model. The accentuation on each circle can be various and depends much on the given situation (Adair, 1973). This essay critically discuses and analyzes several number of events relating team performance during camp at Fairthorne Manor within the framework of John Adair diagram and illustrates the development of team membersRead More4 MAT Review Wheelan1339 Words   |  6 PagesCitation) Creating Effective Teams: A Guide for Members and Leaders Liberty University Student Date Professor Abstract Wheelan (2013) identifies the four stages of team development and provides detailed explanation of how a group transforms itself from a stage one group of uncertainty into a successful, highly productive stage four team. This requires work and a thorough understanding of the many internal/external influences that can occur during each stage. A team member or leader who is wellRead MoreThe Myers Briggs Type Indicator996 Words   |  4 Pagesunderstandable and useful in people’s lives. The essence of the theory is most people do have consistent behavioral patterns† (The Myers Briggs Foundation, 2015). The theory was introduced in the 1920’s by Carl G. Jung and the MBTI tool was developed in the 1940’s by Isabel Briggs Myers and her mother Katharine Briggs. In the first phase, our team was to take the MBTI assessment. Based on our findings, our group presents essentially an almost perfect match of the opposites, an evenly mix of fourRead MoreDifference Between Management And Leadership1738 Words   |  7 Pages Then progressing onto a style of management and leadership, discussing the impact it can have on the staff team, parents and other stakeholders. Management style and leadership style. Managers and leaders are very similar as they both lead staff teams by motivation but they do this in different ways. Managers have more authority with the team and plan, organise and co-ordinate their team to most productivity. A leader has â€Å"the ability of a superior to influence the behaviour of subordinates and

Orwells Warning in 1984 - 1635 Words

The prophetic nightmare of George Orwell gives us many warnings that are becoming increasingly true in our modern society; however, among all of the auguries and prediction none rival his warning about the severity of our reliance on technology. He shows us the dangers of technology through the protagonist Winston’s eyes. The prophecies in this novel are ones that we need to head in today’s society. With apparent advancements in technology we have begun to fall down the same awful Orwellian spiral, loosing to technology our privacy and thought. To truly understand the connection between the technological takeover in Orwell’s book and the one in modern American society we must understand all of its facets, and delve into connection between what we see happening all too fast in our world, and what is happening the Winston’s world. We must know what a good technology is, as to not cast our self from things that only give us help, and identify how a bad techn ology is different. When we understand these two concepts, and their differences, we can begin looking for real world examples, and their connections in Orwell’s masterpiece. Infringements on privacy and on human thought will be seen in the actions of the NSA, and in the degrading of the English language. Connections from the book will allow use to realize that we are experiencing this issues, but more importantly where these issues may lead us. Through examining these examples, and their real world connections, we mayShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pageswriting the novel 1984, which similarly criticized totalitarianism by depicting an overwhelmingly melancholy dystopian society. 1984 achieved similar success and opened the public’s eyes to the dangers of the spread of despotic regimes throughout the world. By examining both Animal Farm and Orwell’s biography, further light is shed onto his belief in the danger s of totalitarian governments as depicted in 1984. Primarily, there were many influential factors and moments in George Orwell’s life that causedRead MoreAnalysis Of George Orwell s Dystopia 881 Words   |  4 Pageswritten and published in 1949 by Secker and Warburg. Its name being â€Å"1984† by George Orwell. â€Å"Big brother is always watching,† the language the author utilizes drops subtle hints from time to time about what could possibly happen in the real world in near future. 1984 still remains one of the most intense and powerful warning signals about the peril of total government control. The time period 1984 was inspired in is crucial to its plot. It was inspired around WorldRead MoreModern Society In George Orwells Dystopian Novel 19841333 Words   |  6 PagesIn his dystopian novel â€Å"1984,† George Orwell imagines a world of evil, a place where the authentic individual is repressed of any basic rights. Fearful of this, he skilfully portrays the character, Winston Smith, to embody what life might be in a futuristic society, reduced of meaning, thought, and individuality. It is under these same values that German psychologist, Eric Fromm, hints Orwell’s work to be a warning. An eccentric reservoir for readers to understand the dangers and repercussions ofRead MoreAnalysis Of George Orwell s The Great Gatsby 1370 Words   |  6 Pagesnever taken down. 1984 is a presentation of Orwell’s definition of dystopia and was meant as a warning to those of the modern era. His warning has great potential because this book was written during the rise of communism. Orwell has specifically warned us about the danger of a government having control over everything that happens in the state and he achieves this by using language in motifs and themes. To begin with, George Orwell definition of dystopia was meant as a warning to those of the modernRead MoreA Rhetorical Analysis on Nineteen Eighty-Four1044 Words   |  5 PagesCritical Essay on Rhetoric Bereket Kifle Composition 12 Honors Abstract George Orwell employs the usage of different rhetoric throughout 1984.  Ã‚  The rhetoric differs from describing the human body and its struggle to survive to the different crimes and how the citizens felt about them.  Ã‚  Also, within  1984  lies a warning from Orwell: to eliminate the caustic consequences of a communist government.  Ã‚  While Orwell served as part of the Indian Imperial Police in  Burma  during the 1920sRead MoreFrancess Kargbo. Mr. Bond-Theriault. 2Nd Period. 22 March1623 Words   |  7 PagesBond-Theriault 2nd period 22 March 2017 1984 By: George Orwell From a new historicism , and psychoanalytic criticism view. â€Å"Big Brother is Watching You† As the future nears, most of humanity is starting to realize that â€Å"2+2=5†(. There is manipulation that occurs constructed by the government to control every aspect of reality, technology taking human jobs, those who control the present write history, social hierarchy, and wars that have no purpose. 1984 by Eric Arthur Blair is known by his penRead MoreOrwells 1984 Essay1962 Words   |  8 Pages Orwell’s Warnings in Nineteen Eighty-Four are Irrelevant to a First-World (our) Society Nineteen Eighty-Four (referred to as 1984 from here on) written by George Orwell is a cautionary novel set in a totalitarian society maintained and controlled by the government through censorship, fear, and a total lack of human rights. George Orwell’s novel 1984 depicts what he saw in the society he was living in, and to warn future societies of what he thought the world was headed towards. However, my hypothesisRead MoreGeorge Orwell s Brave New World1601 Words   |  7 Pages In George Orwell’s Novel 1984 society rests on the opposite end of the spectrum from that in Brave New World. The Government in 1984 is of totalitarian nature meaning it controls every aspect of its citizen’s lives from their jobs, friends, and even thoughts. The government achieves its fierce and tight grip of control on the people through the installation of cameras in the homes of its citizens and on every street of the city which are all monitored by the thought police. Orwellâ€℠¢s leading goalRead MoreComparison Of Shooting An Elephant By George Orwell827 Words   |  4 PagesDue to George Orwell’s many successful works, he has remained a recognizable and respected author from his first moments of fame until now. Orwell’s novels and essays touch on aspects of government and human nature that will always remain relevant. With America’s changing values and controversial times, Orwell’s warning seem more relevant than ever and prove that with strong ideas, a novel can remain current beyond lifetimes. Two of Orwell’s first literary works were his essays regarding his experiencesRead MoreThe Literary Impact Of George Orwell . George Orwell, Born1375 Words   |  6 Pagesthe most important science fiction writers of modern time (Elkins). George Orwell, due to his early life experiences, inspired millions to challenge and think independently about their government by writing two of the greatest novels of all times, 1984, and Animal Farm. George Orwell was born June 25, 1903 in Motihari, Bihar in India. This was at the time that India was part of the British Empire. His father was a British civil servant, who worked for the Opium Department. His mother was the

Darling 1 Essay Example For Students

Darling 1 Essay Heidi DarlingRyan WintersEnglish 10119 December, 2002Bilingual EducationThe debate over bilingual education is nothing if not emotional. Thetwo sides seem to be spurred on by political opinions from liberals andconservatives who want to further their own cause. In general terms, thatcause, in relation to bilingual education for liberals is that diverselanguages and customs enrich the U.S. cultural stew and should be allowedto flourish (Worsnap 6). Conservatives, on the other hand, believe thatthe mission of U.S. schools is to nurture a common language English anda common national identity (Worsnap 6). The issue over bilingual educationgoes back several decades, even a century, in Americas history. When thiscountry was founded, people came from around the globe to create a newplace to live in freedom and peace. So, from the very beginning of ournations inception, there has been a need to teach newcomers English. Atfirst this was accomplished by complete submersion. There were noprog rams set up by the government, only a strong desire by thoseimmigrants to become a part of their new country. Until the 1960s,interest in bilingual education was limited. Then public and politicalinterest increased when thousands of Cuban refugees started pouring intoSouth Florida after Fidel Castro gained power in 1959 (Dunlap 8). At thattime, Dade County (Miami) wanted to help arriving children to adjust totheir new country, so in 1963 they became the first county to begin anexperimental bilingual education program in first to third grades at theirCoral Way Elementary School (Dunlap 8). Because this experiment was deemeda success after just a few years, widespread support for bilingualeducation helped advocates persuade lawmakers to fund bilingual programsduring congressional hearings in 1967; and theyDarling 2were successful when by President Lyndon B. Johnson signed the propositionin January 1968 (Dunlap 8). The bilingual education act, adopted as TitleIIV of the Elementary and Secondary Education Act (ESEA), made availablefederal money for bilingual programs. Although the act did not requirelocal school districts to establish bilingual programs, it did encouragetheir development by offering grants. In 1974 the act was broadened andclarified the federal role in bilingual education, and for the first time,federal money was made available for training teachers and developingcurricula and instructional materials (Dunlap 9). Bilingual education started out in 1968 as a modest $7.5 millionpilot program to help (immigrant) children learn English. Today its a $5billion boondoggle including federal, state and local funds that actuallyprevents kids from acquiring the language that will determine theireconomic and social success as adults, writes Rosalie Pesalino Porter,author of the 1990 book Forked Tongue: the Politics of Bilingual Educationand chairman of the Institute for Research in English Acquisition andDevelopment (READ) (qtd. in Worsnap 6). This opinion is shared by manyexperts in the field of bilingual education and also the side that I willdiscuss in depth in this paper. But first, what exactly is bilingualeducation and what different approaches are available to teach limitedEnglish proficient (LEP) students English?The definition of bilingual education is: instruction for those whodo not speak English, by teachers who use the students native language atleast part of the day. The term usually has me ant teaching students to befluent in two languages (Worsnap 3). There are four basic alternatives forinstructing LEP children. The first of these is immersion or sink orswim. In this model, the LEP child is placed in a regular Englishclassroom with English monolingual children and given no more special helpthan any child with educational problems (Rossell 19). A second techniqueis English as a Second Language (ESL) instruction, which consists ofregular classroom instruction for most of the day combined with a specialpull out program ofDarling 3English language instruction for one or two periods a day, or in somedistricts two or three periods per week, and participation in the regularclassroom for the rest of the time (Rossell 19). A third instructionaltechnique is structured immersion, where instruction is in the Englishlanguage in a self-contained classroom of LEP children. The English usedin these programs is always geared to the childrens language proficiencyat each stage so that it is comprehensible, and the student thus learns thesecond language (English) and subject matter content simultaneously(Rossell 19). The fourth instructional technique, transitional bilingualeducation (TBE), is when the student is taught to read and write in thenative tongue, with subject matter also taught in the native tongue. English is initially taught for only a small portion of the day. As thechild progresses in English, the amount of instructional time in the nativetongue is reduced and English increased, until the student is proficientenough in English to join the regular classroom. (Rossell 18) For mostpeople learning a new language, progress depends on two factors motivation and exposure to the new language, which means having theopportunity to understand it and use it for real purposes, said PatriciaWhitelaw-Hill, an ESL teacher for many years and executive director of theREAD Institute in Washington, D.C. (89). To this end, it is my opinionthat bilingual education is a waste of government money because it does notexpose LEP students to enough English for them to become proficient in antimely manner and because bilingual education fosters a sense of separationin stead of unity among students which transfers into our countrys lack ofunity. To begin with, I am against any more government money being spent onbilingual education because the current methods being used are taking toomany years to teach LEP students English. In America today, Transitionalbilingual education (TBE) is the most common approach for teachingimmigrants English in our schools. The majority of elementary schoolprograms have as their goal exiting a student after 3 years, saysChristine Rossell, a professor ofDarling 4political science at Boston University and co-author of Bilingual EducationReform in Massachusetts. But these programs also allow students to stayin the program longer than three years . . . Indeed, many children stay ina bilingual program throughout their elementary school career (19). Vegetarian (Health, Ethics And Environmetnal Effec EssayAdvocates of bilingual education say that their main goal is to teachEnglish to non-English-speaking children. But the truth is that theirprimary purpose is to perpetuate a seriously flawed teaching method so thatthe bureaucracy that supports it can sustain itself. Their livelihoodsdepend on promoting the myth that children taught in one language willlearn English, says Sally Peterson, founder and director of LEAD (LearningEnglish Advocates Drive). If these children ever do learn English, ittakes years (89). Advocates also claim that children need to be taught intheir native language because of self-esteem. But there is no evidencethat bilingual education has an impact on a students self worth (Peterson79). Why after 25 years cant bilingual education advocates silencetheir critics with overwhelming proof that native-language instructionworks? proposed Peterson. Her answer, They cannot, because the proofdoes not exist (79). Ano ther misconception by bilingual supporters isthat reading skills easily transfer from one language to another. This isonly true in certain limited cases. Being literate in one language meansyou have an understanding of what the reading process is about which is animportant first step. For different languages, however, different decodingstrategies are employed. The vowel systems in Spanish and English arequite different, and this causes a lot of initial difficulty in reading forSpanish speakers. (Guerrero 91)Darling 8Native-language-based bilingual education is a human tragedy ofnational proportions. Thousands of promising young people in publicschools are segregated for years by language. They fail to achieve theirpotential because they cannot compete in the educational mainstream,so in turn, they become discouraged and quit. (Peterson 79) Statisticsprove that when students are not proficient in English by high school thatdrop out rates increase dramatically. In a November 1989 popu lation studyby the U.S. Department of Commerce, Bureau of the Census, they found thatonly 10.5 percent of English-speaking teens dropped out of high school incomparison to almost 50 percent of Spanish-speaking teens that have adifficulty with English (Amselle 112). Currently in the U.S., there areover two million LEP students in the public school system with more andmore moving here every year. Billions of federal, state and local dollarsare being spent on bilingual education programs that do not work. In 1992alone, over $5 billion dollars of state and local money was spent onbilingual education (Amselle 118). And what has been the result of thisgrand expenditure? Well, there are no results because there has been noaccountability set up to monitor bilingual education. Both California andMassachusetts, in state reports published in 1992 and 1994, admitted tothis failure (Porter 34). In addition, California, with 1.2 million LEPstudents also reported that teachers were not testing stu dents for exitfrom bilingual programs and keeping these children in bilingual classroomsyears beyond the point where they need special help (Porter 34). Bilingualeducation has grown tremendously from its modest start and currently some2.5 million children are eligible for bilingual or ESL classes (Chavez 10). According to Roth, 32 million Americans dont speak English and in justfive years, that number will rise to 40 million which when put inperspective means that one in seven homes, the inhabitants speak a foreignlanguage (13). For most of our nations history, America gave the childrenof immigrants a great gift an education in the English language. Whatare we doing now for these new Americans today? Instead of givingDarling 9them a first-rate education in English, our bilingual education programsare consigning an entire generation of new Americans unable to speak,understand, and use English effectively to a second-class future. (Roth13)Darling 10BibliographyWorsnap, Richard L. Bilingual Education. CQ Press. 1993. 18 Oct 2002. . . Donegan, Craig. Debate Over Bilingualism. CQ press. 1996. 18 Oct 2002. . . Rossell, Christine. Is Bilingual Education an Effective EducationalTool?. (p.18-28). The Failure of Bilingual Education. Amselle,Jorge, Ed. Center for Equal Opportunity. Washington, DC. 1995. 18Oct 2002. . . Baker, Keith. What Bilingual Education Research Tells Us. (p.29-32). The Failure of Bilingual Education. Amselle, Jorge, Ed. Center forEqual Opportunity. Washington, DC. 1995. 18 Oct 2002. . . Peterson, Sally. Breaking the Bilingual Lobbys Stranglehold. (p.78-84). The Failure of Bilingual Education. Amselle, Jorge, Ed. Centerfor Equal Opportunity. Washington, DC. 1995. 18 Oct 2002. . . Porter, Rosalie P. The Politics of Bilingual Education. (p.33-39). TheFailure of Bilingual Education. Amselle, Jorge, Ed. Center for EqualOpportunity. Washington, DC. 1995. 18 Oct 2002. . . Alvarado, Miguel. One Parents Story. (p.96-97) The Failure ofBilingual Education. Amselle, Jorge, Ed. Center for EqualOpportunity. Washington, DC. 1995. 18 Oct 2002. . . Darling 11Cornelius, Wayne A. Educating Californias Immigrant Children. (p.60-76).The Failure of Bilingual Education. Amselle, Jorge, Ed. Center for Equal Opportunity. Washington, DC. 1995. 18 Oct 2002. . . Guadarrama, Irma N. Realizing Democratic Ideals with BilingualEducation. (p.40-46). The Failure of Bilingual Education. Amselle,Jorge, Ed. Center for Equal Opportunity. Washington, DC. 1995. 18Oct 2002. . . Krashen, Stephen. Why Bilingual Education?. ERIC Digest . Charleston,WV. 1997. 18 Oct 2002.. . Roth, Rep. Toby. Bilingual Education and the Role of Government inPreserving Our Common Language. (p.13-16). The Failure of BilingualEducation. Amselle, Jorge, Ed. Center for Equal Opportunity. Washington, DC. 1995. 18 Oct 2002. . Chavez, Linda. One Nation, One Common Language. (p.7-12). The Failureof Bilingual Education. Amselle, Jorge, Ed. Center for EqualOpportunity. Washington, DC. 1995. 18 Oct 2002. . Whitelaw-Hill, Patricia. Bilingual Education Alternatives. (p.88-92). The Failure of Bilingual Education. Amselle, Jorge, Ed. Center forEqual Opportunity. Washington, DC. 1995. 18 Oct 2002. . Amselle, Jorge, Comp. Index of Bilingual Education Statistics. (p. 111-123).The Failure of Bilingual Education. Amselle, Jorge, Ed. Center for Equal Opportunity. Washington, DC. 1995. 18 Oct 2002. . Darling 12Porters, Alejandro and Richard Schauffler. Language and the SecondGeneration: Bilingualism Yesterday and Today. (p. 47-59). TheFailure of Bilingual Education. Amselle, Jorge, Ed. Center for EqualOpportunity. Washington, DC. 1995. 18 Oct 2002. . .