National Crisis :: essays papers

National Crisis Our society is being forced to deal with uneducated, illiterate high school graduates. You may ask how is a high school graduate so ill prepared for the world. Have you ever been to a store where a young person, maybe a high school student is the sales associate and the register shuts down right before you receive your change? Did you notice the look of panic on their face because they were not sure how much change you were supposed to receive? It is because of the national crisis, social promotion that can be accredited to this dependency on everything except their educated brain’s. We as educated people must help find a way to save our children from wasting their academic careers due to social promotion. "Truly embracing the idea that all children can learn and making sure that all children do, requires that we all take responsibility for ending social promotion." (www.ed.gov) If we accept and aim to prove that all people are capable of learning life’s basic necessities we will start breaking down the wall of stupidity social promotion has built. Social promotion, the national crisis, is the promotion of students to the next grade level without mastery of their current curriculum.(www.ncrel.org) "More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative." (www.ed.gov) If a teacher sees no option for a student other than failing or socially promoting them, the teacher generally promotes them, because it goes over easier with in society and authority. This is essentially depleting the educational standards of our country. Standards are lowered as students are continually cheated of the material necessary to independently survive in the "real" world. The realization that I was cheated by social promotion finally came about my senior year of high school. As far back as I can remember I have had problems with math, but I passed every year up until I met Coach Taylor. He was a nonconformist in nearly every sense of the word. He definitely did not jump on the bandwagon of socially promoting students. I learned the hard way about the true aftermath of social promotion that year. I was held accountable for things I didn't know. Therefore, I was fairly distraught to discover I wouldn't be graduating with all my friends.

Sri Lanka Essay -- Sri Lanka History, Politics, Economy

Sri Lanka’s main industry during the pre-colonial period, which expands from 6th century BC to 1505 AD, was agriculture or wet Rice Paddy; however, a big change in the industries of Sri Lanka can be seen during the Colonial period, which span from 1505 to 1948 AD. The colonialists who occupied the nation before the British being the Portuguese and the Dutch began commercializing the Sri lanka in making profits from cinnamon and other spices locally available with a low overhead, yet formulate profit in Europe due to scarceness as well as the demand on the commodities (Publications, 2008, p. 129). According to J.W Bennett (1843): The local revenue is derived from the duties on cinnamon, salt, tobacco, fish farms, pearl and chank (Valuta gravis) fisheries, marriage and spirit licenses, judicial and commercial stamps, fines, land commutation tax, auction duties, post-office receipts, charges for boat hire and pilotage, anchorage dues, sales of gunpowder, horses from the government stud at Delft island, Ceylon Gazette, and Calendar, house and land rents, premiums upon sales of bills upon the Treasury, timber, Veddah tribute, and customs' duties upon exports and imports. (p. 45) Furthermore, with the East Indies Trading, company located in India other industries, which were carried locally for individual needs or for trading among each other as Spices, Pearl fishing, Areca nuts, Gems, Elephants and Coconuts were also commercialized (Nubin, 2002, p. 176). Nonetheless, the big boom in commercialized productions mainly commercial agriculture was first introduced to Sri Lanka during the British occupation period between the years 1796 to 1948 AD. Horatio Suckling (1876): With few exceptions, such as plumbago, the same kind of pr... ...ame the primary agricultural commercial products until the end of British era, which came with Sri Lanka’s independence in 1948. The British colonist during their colonial rule introducing their primary cash crops in their colonies as India and Kenya, and which shared many a similar commercial products as Tea under the British. Consequently, with many British colonies like Sri Lanka obtaining independence during mid 1900’s nations producing the same commercial products were abundant. Hence, the post independence leaders of Sri Lanka were faced with finding new commercial products, which appealed to the international market in subsidizing the economic impact faced by low demand for Ceylon Tea, or Natural rubber and Coconuts. Therefore Sri Lanka began seeking and experimenting in opportunities in commodities and services, which were in more demand internationally.

Personal Profile of a Belly Dancer Essay -- Interview Essay

Personal Profile of a Belly Dancer Professor’s comment: The personal profile is a standard assignment, but students often struggle with it since it requires that they not only interview someone who is generally a stranger to them but also become an instant expert on their subject’s particular talent or expertise. In writing the piece, the student resisted the impulse to talk about her own experience and focused squarely on Shakar. In doing so she presents a vivid portrait of her subject and demystifies belly dancing. In the picture, Belinda Shakar wears a satin bra with sleeves and a split skirt that reveals the entire length of her leg as she lunges on the ground. Her eyes are swept in dark makeup, and on her lips sits a seductive smile. The Belinda holding the picture is decidedly non-exotic, wearing glasses, a sweatshirt, and two layers of workout pants. She scowls when a young man accidentally walks in to the just-ending belly dance class. â€Å"I don’t like to have men in here at all,† she says. This, from a woman who spends her evenings shaking her hips at restaurant patrons. Although she doesn’t like men ogling her classes, Belinda Shakar does not shy away from the sensual aspects of her dance. In fact, that’s what attracted her to belly dancing as a teenager. â€Å"I really liked the sensuality of the dance and even the blatant sexuality,† she says. She had been taking traditional dance classes in Los Angeles in hopes of becoming a performer but thought belly dance seemed more interesting than the styles she was learning. She finally switched to belly dance after injuring herself in a ballet class. The accident convinced her that ballet is unnatural: â€Å"It distorts the body and torments it. That is still my feeling o... ...lly dancers have to love the dance, because for all that work, dancers get little money—workshops with master dancers usually cost around seventy-five dollars, costumes average five hundred dollars each, and dancers are usually paid only fifty dollars for two and a half hours of work. But Belinda Shakar cannot imagine her life without dance: â€Å"I’ve gone through so many careers, but I’ve always stuck with belly dance. I’ve just been doing it for so long.† From dancing, she has found freedom in being in touch with her body and the healing powers of movement. She is now working as a massage therapist, helping others free up their bodies as well. For her, dance is about enjoying her body and expressing her sensuality, not entertaining others or making money. So she is not at all concerned about making it to the top. Besides, she says, â€Å"in belly dancing, there is no top.†

Bone Forensic Anthropologists Essay

1 How did your findings compare to the rest of your team and to the actual data provided by your teacher? What could account for any variation? 2 Why do you think the pelvis is often the first bone forensic anthropologists look to in determining sex from skeletal remains? The pelvis is the first bone anthropologist look at because a male can not fit a human head through their pelvis. A female (the one that is pregnant) can fit a babies head through her pelvis because its wide enough and doesnt have anything blocking where the baby comes out at. 3 The developmental occurrences you used to determine age stopped at age 25. What are other clues a forensic anthropologist may be able to use to determine age if the bones belong to a person over age 25? Determining the age of a sub-adult skeleton is examination of the teeth and jaw by a forensic anthropologist. However, a comparative analysis may be made using the skull sutures and epiphyseal fusion in the young-adult skeleton. Sutures are the zigzag â€Å"seams† where the bones of the skull meet. Endocranial sutures (inside the skull) are more reliable as an aging method than is ectocranial suture analysis. 4 What is the difference between qualitative and quantitative evidence? Explain how both types of measurements played a role in this activity. Quantitative data Observations that do not involve numbers. These observations were definitely used in this activity when we obsered things like â€Å"heart-shaped vs. round pelvis† or â€Å"blunt vs. sharp upper eye sockets. Quantitative observations are numerical observations. We also used these in this activity for measurements on the sub-pubic angle, the length of leg and arm bones, the nasal index, etc. 5 To analyze the long bones, the femur and the humerus, you looked at bone markings such as condyles, tuberosities and trochanters. Look back at the photographs and at the bone markings on your Maniken ®. How would you describe these markings in your own words? Which features do you think  separate each class of markings from the others? 1. In this activity, you were able to analyze skeletal remains in order to determine four particular traits of an individual. In a real life situation, scientists could provide a more detailed description of the individual based on additional information that can be acquired from the bones of this person. Describe at least two other pieces of information you could possibly learn from bone. Make sure to provide a specific example for each piece of information.

Development of children Essay

The social and emotional development of a childs identity and self image starts from birth. In the first five years of a childs life , children learn how to interact with others, learn what is acceptable. Every child is unique and they all develope at their own pace. Birth to 3 years- As a baby a child will overcome lots of obsticles such as hand to hand co-ordination, learning to sit up and stand, learning to feed themselves, learning to put words together. Children learn to play alongside instead of with other children, they test behaviours as they learn what is right and wrong. They need lots of emotional support from their parents. Ages 3-6 years- At this age the children will have a short attention span, They are learning self awareness and imagination, what is socially acceptable behaviour and what is not. The child will start to develope more language and communication skills and they will be starting to assert their own identity. Age 7, They will be identifying feelings and emotions, identifying dangerous situations and who to go to for help. They will be learning to identify the difference between ‘needs’ and ‘wants’. Age 8, The child will be able to express emotions in appropriate ways i.e appreciation, anger. Calm themselves and control strong emotions. Eight year olds will be proud of the fact they are able to do many things on their own and will express a desire for privacy. At the same time they will still need guidence and support from their parents.They may compare themselves to their friends and peers. Ages 9-12 , Children should have good communication skills, i.e communication care consideration and respect. Identify personal skills, recognise the difference between positive and negative friendships and understand the importance of family. Ages 12-16- this is a time where children reach sexual maturity and form an adult identity. During adolescence , physical changes in height and weight are usually a noticable change. Mood swings are common due to the increase in hormones. Between 12 and 16, they begin to imagine the possibilities life holds and start to set personal goals. Influences which may affect development in children include- -Stress -Negative experiences -Genetic illnesses, disorders and allergies -The childs background and where they may live -The influence of adults around the child -Religious social and economic factors. How might adults within a school setting encourage pupils to recognise and express thier own emotions? What are the possible signs and possible causes of emotional distress? Within school teachers can encourage children to recognise and express their emotions through role playing, art & design, drama, music, poatry and stories. These can provide an important opportunity for developing self confidence. An example of this is circle time sessions, these provide social and emotional learning. The class of pupils sit in a circle, exchanging ideas and feelings on different topics which are important to them . As they are sat in a circle, there is no leader, they are all equal and all have the opportunity to speak. Pupils can bring their own ideas or concerns to the circle and offer encouragement to others. Most schools have a school council where pupils can take part in desicion making. Students can bring up school improvement issues or issues affecting the classroom. Possible causes of emotional distress- -Problems at school, bullying or struggling with the work -Feeling left out and lonely, or having trouble making friends -Problems at home i.e parents not getting along and arguing. Maybe the parents have split up or the child has a new family member. -Death of a pet or relative -Abuse Possible signs of emotional distress- -Refusing to go to school -Difficulty learning -illness -Sad, frequent crying -Nightmare, difficulty sleeping -Moody and temper tantrums -Anxeity and panic attacks -Unable to concentrate -Unable to eat In teenagers some other signs could include -Alcohol/drug abuse -Violence/thefts -Not looking after themselves or over-concern with thier appearence -Self harm. Task 7 , Describe your expected role in the care and support of Individual pupils. A teaching assistant would provide care & support by encouraging the child to concentrate on what has been asked of them. Some children will require more one on one attention to help them to understand. This could involve repeating and explaining instructions from the teacher in a more simple manner. Some pupils may need extra help finding thier way around the school and getting to class rooms on time. In younger children, assisting them in the bathroom, and helping them to get dressed. Helping disabled children with physical activities such as swimming or P.E. The teaching assistant may be required to support children outside of school too, such as educational visits. Good quality relationships between children and teachers are very important when providing support, whether the relationship is through a single lesson or over a number of lessons. To gain a good relationship the teaching assistant should use good communication skills, such as friendly body language, eye contact, listening and showing respect. Greet the children by name, even out of class. Show some interest in their interests. Celebrate their achievements and display their work. What possible problems may you encounter and briefly describe how you might deal with each case? Through day to day contact with pupils, staff have an important role to play in noticing indicators of possible problems, Such as peer pressure and internal group dynamics. This could result in misunderstandings, strong emotions and class disruptions.The teaching assistant should recognise uncharacteristic behaviour patterns in pupils and deal with any difficulities which could damage the relationship with the pupil. Some problems a teaching assistant may encounter could be a disruptive pupil questioning authority, unhappy with marks they have been given on there work. A student may be emotionally unstable and become aggressive towards the staff. Constant disruptions prevent other students from concentrating on their work. Teaching assistants should always act within the policies and codes of conduct so they do not put themselves into situations that could lead to misunderstanding or accusations. When responding to these situations , the teaching assistant should remind the pupils of class room rules. The pupil may want to back track on what has been said. This should be honoured but remind the pupil that these disruptions will not be tolerated. If the problem is repeated the student should be removed from the classroom and the problem discussed with a supervisor. These incidents should be recorded. What is your role in responding to accidents and aliments? The teaching assistant does not have the sole responsibility for the safety of pupils and staff but if an emergency should arise the teaching assitant will need to act fast- – The teaching assistant should report any changes to a childs well-being to the teacher immediately. – Alert the emmergency services if necessary and obtain medical equipment for the first aider. – Reassure the pupil and make them comfortable. – Comply with the schools policy about recording a childs health. -Once the situation is stable , the parents should be notified. List common childhood illnesses and briefly discribe how you would recognise the symptoms of those illnesses in the children that you support

European History Essay

During the time period of the late sixteenth century to the late eighteenth century the concept of what nobility is and what it was conceived to be varied greatly as more modern thoughts developed and desperation of monarchs grew to meet such demand. The arguments related to nobility differed greatly, but these were the most crucial; the difference between the sword and the robe and the right to even hold such a position at all. The nobles from military decent (the sword) have an extensive lineage that allows them to perform certain tasks as described by Jean de La Taille in the poem â€Å"The Retired Courtier,† the words speak of the need to be a noble, to be a pure noble, to hold the position of a courtier [Doc 1]. King Louis XIII has proclaimed in the Declaration of Duels and Affairs of Honor that nobles bought into the nobility are wasting time fighting with the nobles of military decent should rather have spent that energy defending the country that gives them such authority in the first place [Doc 6]. King Louis XIII only wants the political emancipation from such a minor distraction as this controversy caused such a up roar of the masses. Gilles Andre de La Roque said, â€Å"You can’t just earn the title of nobility because you lack the family necessary for it† [Doc 9]. On that note, note everyone had the exact same idea as to what makes a noble, a noble. Marc-Antoine Millotet supported the rights of being a robe nobleman being that it was acquired by law, so as to make it just [Doc 7]. This belief was most likely due to the fact that he was a Judge thus, influencing the idea of law. Moliere created the scene in â€Å"Dom Juan† that nobility is not earned through birth, but by the actions of ced person [Doc 8]. He could have possibly thought that this because of his non-nobility status and his role thespianism, meaning only nobles would watch plays anyways. King Louis XVI changed the way the monarchy viewed the rights to nobility by stating you don’t have to fight in war to gain noble recognition any nobility involvement will do [Doc 10]. Although, people feuded about which noble was the right noble some didn’t even believe it should exist. Pierre de La Primaudaye thought nobility needed self-worth before such nobility were to even be inherited; he said you need to contribute to the family name [Doc 2]. Villagers of Mondeville in a testimony to the Parlement that nobility isn’t a perfect breed they shouldn’t hold such prestige over other people, saying that Pierre Morin believed his noble status gives him the right to mistreat anyone who is not royal or noble [Doc 3]. Henry, Prince of Conde spoke about the current nobility buying their way into offices, saying that there is no reward for virtue or tradition of family since all power now belongs to favors, alliances, kinship, and money [Doc 4]. Henry perhaps felt a need to say what was on his mind as he saw the immediate nobility change in the court around him causing much stress and indifference. Over the period of the late sixteenth century to the late eighteenth century nobility changed its influences on the public and the royal court this led to arguments such as the difference of the sword and robe nobles to the idea of not having nobles at all. This controversy will continue as the struggle for power continues in the higher classes in European governments or when the idea of monarchy ends entirely.

Of Mice and Men- Candy character analysis Essay

Steinbeck presents Candy as a vulnerable character. He does this by referencing him as an â€Å"old man† before citing his name, using pre-modification; so that the reader instantly knows not only his physical state but maybe that metaphorically he is a weak person. He is also shown to be desperate throughout the opening of chapter 2, where he tries to make friends with George and Lennie as soon as he meets them. He gossips about other people on the ranch and makes sure George â€Å"won’t tell Curley nothing†. This quote alone indicates Candy is lonely and just wants to have friends but deep down is afraid of the other men on the ranch, implying he doesn’t have many friends on the ranch at all, therefore he needs to be welcoming and confident towards George and Lennie to gain their friendship but this quote gives away his fear of Curley finding out he was talking about him and throwing him off the ranch, leading the reader to believe the ranch is the only place Candy can call home. This idea of Candy being completely alone and having no where else to go is reinforced when Steinbeck introduces Candy’s â€Å"ancient dog†, the use of pre-modification again this time with the word â€Å"ancient† helps to show that like his owner this dog is old, the lexis â€Å"ancient† has the connotations of being so old it could be considered an artifact or piece of history, this concept could suggest that Candy’s dog is in fact a part of the history of the ranch that is why he is still there because even though his dog is old and useless he is still allowed on the ranch even with no purpose, just like Candy staying on the ranch with no hand, meaning he cannot do any proper jobs except â€Å"settin’ out the wash basins†. However when Steinbeck introduces the dog at first, Candy says â€Å"my dog†, this possessive lexis could suggest Candy is proud of his dog especially as he goes on to say â€Å"he was a good sheepdog when he was younger†, you could take this quote as a declarative, him protecting but also bragging about his dog. A conflicting idea could be that Candy and dog are similar that is why Candy likes to talk and brag about his dog, Steinbeck writes for both that they are â€Å"old† and â€Å"ancient† but both are disabled in that Candy has lost his hand and the dog is so old and decrepit it cannot hunt or feed itself. Both are looking for a companion that could take care of them, they have a codependent relationship. This idea could be considered a recurring theme as some say Lennie and Georges’ relationship is co-dependent, even though George wouldn’t admit it due to his controlling personality. So the reason Candy brags about his dog is because he really wants to prove himself, and that he was in fact worthy of being on the ranch. This point of Candy and his dog being similar supports my original idea, which was that using the descriptions of Candy and his dog we find that Candy is in fact just like an old animal, a useful and valued member of any ranch as opposed to just something that takes up space, money and food.